Art Un ticle I.1 ited Sta In the ates News - Woodring College of ...

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American people, and upwards of 50 percent of its school aged population. By the year 2050, theaverage U.S. resident will trace his or her descent to Africa, Asia, the Hispanic world, the PacificIslands, the Middle East almost anywhere but white Europe.As diversity increases in our nation's schools, teachers, administrators and other educationpersonnel will be challenged increasingly to become more knowledgeable about the assumptions,attributes, and norms of a range of cultures. These challenges will occur in every dimension ofschool life from the curriculum to the communication that occurs in classrooms. As a result, theissue of cultural diversity will, by necessity, have to be taken into account if effective educationis to be a reality in our nation's schools.The Neglect of Cross Cultural Communication Issues in SchoolsThe failure of many schools to take cross cultural communication issues into account cancontribute to school related problems experienced by specific groups of children. The currentcrisis of African American males in many of the nation's schools demonstrates this point.According to recent statistics, the percentage of African American males who graduate from highschool has decreased since the mid 1970's. A similar trend exists for the percentage that go on tocollege. In 1989, 34 percent of young African American males attended less than four years ofhigh school and only 11 percent attended four years of college or more. In 1990, one out of four(23%) African American males ages 20 29 were in the criminal system, while only 6% of whitemales and 10% of Hispanic males were in the system. Within many schools, it is a welldocumented fact that African American males are disproportionately placed in special educationand speech language pathology programs, and are more likely to be recipients of disciplinaryactions. Recent research has shown that language and communication norms among AfricanAmerican males, particularly those of lower socioeconomic status, are related, at least in part, tothese problems. For example, lower SES African American males are likely to see the speakingof ethnically based English vernaculars, and the use of urban argots, to be markers of masculinityand defiance of white standards. While adherence to ethnic vernaculars allows validation to beachieved within the African American male peerage, their employment within the school settingvirtually guarantees academic problems and, sometimes, social problems. When students'communication norms conflict with the school's communication norms, erosion of academicperformance and acceptable classroom behavior frequently follows. Thus, while the use of Blackvernacular speech by African American males may be perceived as "fresh" by peers, it is viewedby teachers, all too often and incorrectly, as indicators of a slow learning, violent, undisciplined,and obnoxious individual. In order to address these issues, schools must build into their curricula(particularly in the language arts area) the notion that there is a time and place for all language.In this way, respect can be given to students' culturally based vernaculars when used in informal,nonacademic activities, while teaching them the necessity and validity of the school's languagein formal academic settings. Indeed, the creative teacher uses the vernacular linguistic system forcontrastive analysis during the process of teaching standard English. This approach encouragesthe African American male to adapt a bidialectal approach to language use. Techniques forimplementing these approaches to instruction are discussed elsewhere in this booklet. Inaddition, the school must provide examples of strong male images that are able to alternatelyspeak the school's language or the vernacular language, as necessary. Jesse Jackson, Spike Leeand Arsenio Hall represent good examples of highly successful and popular African American© 2008 Dr. Catherine CollierAll Rights Reserved54
males who can serve as positive role models for young students, and who demonstratecompetence in the standard language required in formal situations as well as the communitylanguage when required. Though the condition of the African American male has been describedin detail, many of the concepts presented in this publication can be applied to all culturallydiverse groups.Self Assessment on Communication and CultureThe quiz presented in Table I assesses a person's knowledge of the relationships among culture,communication and language. Before reading further, you may want to take this test.TABLE IWhat Do I Know About Culture, Communication and Language?Directions: Circle A for each statement with which you agree or D for each statement with whichyou disagree.A D 1. One's culture and one's race are usually one and the same.A D 2. Culture consists exclusively of a group's art, music, dance, food, language and dress.A D 3. Cultural groups are generally mutually exclusive of one another.A D 4. Cultural traits tend to have a genetic base.A D 5. In general, people who speak the same language are members of the same culturalgroup.A D 6. People are usually aware of all of the rules of their culture.A D 7. Culture is expressed exclusively by one's verbal behavior.A D 8. The only significant components of one's oral language are vocabulary and rules onpronunciation and grammar.A D 9. Standard English is the correct way to speak at all times.A D 10. There are universal norms for acceptable communicative behavior within the UnitedStates.A D 11. If a student violates the school's cultural or communicative norms, it is almostalways the act of defiance.A D 12. In general, speaking a nonstandard dialect suggests low cognitive development.A D 13. Standard English has more and better structures than other varieties of English.A D 14. Most standardized tests are based on rules of English used by individuals in all© 2008 Dr. Catherine CollierAll Rights Reserved55
Page 2 and 3:
"Those who arrive by age 12 or 13 m
Page 5: Article I.2 Are Signed Languages "R
Page 8 and 9: Biological analyses of the status o
Page 10 and 11: and beyond, speaking and signing ch
Page 12 and 13: Conclusion: Are Signed Languages Re
Page 14 and 15: Article I.3 The Interpreter: Has a
Page 16 and 17: A few weeks earlier, I had called F
Page 18 and 19: “We struggled even getting to the
Page 20 and 21: herself by strapping a cassette rec
Page 22 and 23: In 1998, after nine years as the ch
Page 24 and 25: momentary burst of excitement that
Page 26 and 27: can shape core grammar. Because the
Page 28 and 29: The authors compared animal and hum
Page 30 and 31: monkey moved. He followed it with h
Page 32 and 33: delight, fear, laughter, and surpri
Page 34 and 35: Piipaío in a hut: Pirahã huts typ
Page 36 and 37: LEP students, and equitable organiz
Page 38 and 39: 4. Second language development crea
Page 41 and 42: curriculum or "teaching to the test
Page 43 and 44: portfolio work was scanned and stor
Page 45 and 46: experiences of many groups of stude
Page 47 and 48: While not disagreeing that interpre
Page 49 and 50: sound educational practice, however
Page 51 and 52: arises from the efforts to abstract
Page 53: Article II.2 Cross-Cultural Communi
Page 57 and 58: Understanding another culture is a
Page 59 and 60: Pets and AnimalsWhich animals are v
Page 61 and 62: to teach standard English is reflec
Page 63 and 64: Asking personal questions of a pers
Page 65 and 66: Using Cross Cultural Communication
Page 67 and 68: Why Do Nonstandard English-Speaking
Page 69 and 70: Before beginning to teach standard
Page 71 and 72: • Negative attitudes toward low p
Page 73 and 74: New standardized tests and assessme
Page 75 and 76: Each of the behaviors listed above
Page 77 and 78: Article II.3 Hard Work Hypothesis:
Page 79 and 80: each point higher in SES, students
Page 81 and 82: This case does not provide strong s
Page 83 and 84: Article II.4 Language Acquisition a
Page 85 and 86: 1992, p. XI). These researchers, wh
Page 87 and 88: comprehend a word within a specific
Page 89 and 90: more to the truthfulness of the chi
Page 91 and 92: This idea of “semilingualism” c
Page 93 and 94: Article III.1 A Brief Description o
Page 95 and 96: take different lengths of time to c
Page 97 and 98: example, should involve the same co
Page 99 and 100: As with all stages of BICS acquisit
Page 101 and 102: Assessment techniques at stage 3 ca
Page 103 and 104: different. Therefore, the social di
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integrative motivation. Basically,
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(Ellis, 1985; Hakuta, 1986). Howeve
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that sociocultural processes have o
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Article III.3 How Children Acquire
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phonetic units (unique to signed la
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Article III.4 Toward a Sociocultura
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emember is that the fundamental goa
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The best practices models can be th
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By focusing on the dialectic betwee
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intergenerational wisdom shared by
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Daily Realities RecappedThe above v
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traditions. At a time in our histor
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We will now look at two examples of
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Speakers communicate fluently, main
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question the effects of such attitu
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Article IV.3 Culture Change: Effect
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and psychological characteristics o
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Contraryto what wewere expecting, t
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Article V.1 Assessment in ESL & Bil
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vocabulary does the student lack?Is
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whether they are LEP and to provide
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Fourth, ESL and bilingual program s
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competent reader/writer. All versio
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Table 1Comparison of Recent Accultu
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unilinear model, which measures the
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an English-only instructional progr
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Article V.3 Assessment of English L
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8. Change answers only for a very g
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Riles, 1979; Jose P. v Ambac, 1983)
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proficiency is often underestimated
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Finally, when second language reade
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for their decisions, noting issues
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As mentioned above, when the transi
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ather than generic adjectives and t
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their imagined points of view. Ther
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English texts and demonstrate progr
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using inter-district teams). In the
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