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

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- Be aware that objects, characters and symbols may reflect different beliefs or values fordifferent groups.Example: The confederate flag and Uncle Remus stories may offend African Americans becausethey reflect the culture of slavery and the Old South.- Be aware that cultures may vary in what they consider humorous or taboo.Example: Ethnic humor is often perceived by many groups as evidence of racial prejudice.Discussion of in group cultural rules and behaviors with outsiders is considered taboo withinmany cultures.- Be aware of different rules for taking turns during conversations.Example: African American children frequently perceive "breaking in" to reinforce or disagreewith another's point to be perfectly permissible, indeed desirable.- Cultures may use different standards for loudness, speed of delivery, silence, attentivenessand time to respond to another's point.Example: Many Native American societies place high value on contemplation and tend,therefore, to feel little responsibility to make immediate responses during conversation.- Be aware of different cultural rules for entering into conversations in progress.Example: African American students tend to consider conversations as private betweenrecognized participants. Therefore, anyone, including the teacher, who "butts in" is viewed as aneavesdropper and rebuked.One way to improve relationships across cultural lines, particularly in the upper grades, is todevelop a unit on "Communicating with One Another." The purpose of such a unit would be toteach students how to communicate more effectively across cultural lines and how to address andnegotiate differences. It is also useful for teachers to brainstorm with one another on how toremove communication barriers. In addition, a well designed staff development program can leadto better relations among staff and generate effective cross cultural communication activities forthe classroom. It can also be useful for teachers to ask parents to identify sources ofmiscommunication and socially offensive behavior or language. Parents may be asked to suggestways that school personnel can improve communication with students, adults and thecommunities. While schools have a responsibility to teach students the behavioral I codes of thesociety at large and to expect students to adhere to them, they have a similar responsibility toreduce culturally induced discipline problems and to avoid misinterpreting cultural differences asbehavioral problems. Patton's (1986) research on cross cultural communication behaviors andtheir relationship to discipline problems at the junior high school level provides excellent readingon this topic. Other readings are Gappa and Pearce's (1983) Removing Bias: Guidelines forStudent Faculty Communication; Kochman's (1981) Black and White Styles in Conflict; andPickens' (1982) Without Bias: A Guidebook for Nondiscriminatory Communication.Teaching Standard English To Speakers Of Nonstandard English DialectsThere is little disagreement that educational success and expanded social and career options arelinked to competence in standard English. An alarming percentage of students who speaknonstandard English are failing to acquire standard English, the language of education.Moreover, many students who do acquire standard English do so while being taught to reject thelanguage of their home, community and peers. In the process, they are denied an effectiveelement of social solidarity, which is an important element of cultural heritage.© 2008 Dr. Catherine CollierAll Rights Reserved66
Why Do Nonstandard English-Speaking Children Fail to Acquire Standard English?Toward More Effective Teaching of Standard EnglishTeaching Standard English from a Cultural PerspectiveWhat Is a Good Approach to Implementing Standard English as a Second Dialect (SESD)Programs?How Can Aides and Parents Help?Why Do Nonstandard English Speaking Children Fail to Acquire StandardEnglish?Many arguments have been advanced to explain the low achievement levels of nonstandardEnglish speaking children, particularly African American children, in acquiring oral competencein standard English. The most tenable argument suggests that the philosophy, assumptions andtraditional classroom methodologies employed in language arts education have failed becausethey have been prescriptive and corrective and have focused too much on language structurerather than on communicative competence (Taylor, 1985). Moreover, traditional teachingmethodologies have not typically been culturally sensitive, nor have they made use ofindigenous, nonstandard dialects. These significant deficiencies are probably due to naiveté, or tonegative attitudes toward language variations by language arts teachers.Toward More Effective Teaching of Standard EnglishIn recent years, a number of educators have begun to devise and implement instructionalstrategies which take into account the various language systems that students bring into theclassroom. In general, these strategies are based on modern sociolinguistic learning theory andon established principles of second language teaching. In 1981, California became the first stateto recognize the importance of indigenous dialects in teaching standard English. Focusingprimarily on the language of African American nonstandard English speaking children,California's State Board of Public Instruction stated in part: Many Black learners come to theschool setting speaking a language that is linguistically different from standard English. Thelanguage they speak is an integral part of the Afro-American culture . . . It is a unique languagewhich serves a uniquely rich culture. However, the school setting and that of the largerAmerican society, including the economic and commercial communities, represent anotherlinguistic sphere in which the student must learn to move and speak successfully. To the extentthat the young student fluently communicates in either language, he increases his opportunitiesin both realms ....Therefore, to provide proficiency in English to California students who arespeakers of Black Language and to provide equal educational opportunities for these students, itis recommended that the State Board of Education and the State Department of Educationhereby recognize: That structured oral language practice in standard English should beprovided on an ongoing basis. That special program strategies are required to address the needsof speakers of Black language. That parents and the general public should be informed ofimplications of educational strategies to address the linguistic needs of Black students.© 2008 Dr. Catherine CollierAll Rights Reserved67
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"Those who arrive by age 12 or 13 m
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Article I.2 Are Signed Languages "R
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Biological analyses of the status o
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and beyond, speaking and signing ch
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Conclusion: Are Signed Languages Re
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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 and 54: Article II.2 Cross-Cultural Communi
Page 55 and 56: males who can serve as positive rol
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: Using Cross Cultural Communication
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
Page 105: integrative motivation. Basically,
Page 109 and 110: (Ellis, 1985; Hakuta, 1986). Howeve
Page 111 and 112: that sociocultural processes have o
Page 113 and 114: Article III.3 How Children Acquire
Page 115 and 116: 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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