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

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Teaching Standard English from a Cultural PerspectiveTeaching the standard language from a cultural perspective differs from the traditional languageeducation approach in that it does not blame the victim. Standard English instruction from acultural perspective does not presuppose the devaluation or elimination of a learner's indigenouslanguage as a pre-requisite for learning. It recognizes that students need to retain their homedialect where its use is appropriate. Several major requirements for teaching standard Englishfrom a cultural perspective follow. Instruction should:Focus on both the structure of language, and on how to communicate;Maintain an oral basis;Concentrate on the structure of language, situational language requirements and language as avehicle for thinking;Be linked to clearly defined long term goals; andBe integrated across the curriculum.A successful culturally based standard English program recognizes that learning proceeds in anorderly way from the introduction of a particular aspect of language through its mastery. Themodel which has enjoyed the widest use and greatest success was designed in the late 1970s bythe San Diego Oral Language Program. It has been used with modifications in Standard Englishas a Second Dialect (SESD) programs in Dallas, Texas, and in Richmond and Oakland inCalifornia. The model lists several necessary steps for learning a new linguistic system whilepreserving the student's indigenous system. The model includes the following eight steps:1. Developing positive attitudes toward one's own language. The first and continuing job ofthe teacher is to counteract negative evaluations of the students' indigenous language.Lessons on the historical development of various dialects and on language diversity areuseful in accomplishing this goal.2. Developing awareness of language varieties. Students develop a sensitivity to the variousforms of a given language via stories in standard English, poems in different dialects, andrecords, tapes or video recordings of various speakers. At this stage, specific likenessesand differences are emphasized.3. Recognizing, labeling and contrasting dialects. Students learn to recognize differences invarious languages and dialects and to associate specific features with each linguisticsystem.4. Comprehending meanings. Students learn to recognize differences in meanings andintentions when an idea is translated from one language or dialect to another.5. Recognizing situational communication requirements. Students determine the types ofspeech appropriate to various situations.6. Producing in structured situations. Students practice producing successiveapproximations of standard English. Initially, students follow a model at this stage, e.g., ascript, choral reading or poem.7. Producing in controlled situations. Students receive instruction and practice in producingstandard English without a model, e.g., role playing or retelling a story.8. Matching the language to the situation. Students practice speaking appropriately in reallife, spontaneous situations leading to communicative competence.© 2008 Dr. Catherine CollierAll Rights Reserved68
Before beginning to teach standard English from a cultural perspective, the teacher and schoolneed a clear language arts philosophy which embraces modern principles of ethnology,sociolinguistics and second language instruction The philosophy and assumptions statementdeveloped by the Richmond Unified School District in California is a good example of whatschools and teachers may usefully adopt. Finally, before beginning program implementation, theteacher and school community must become thoroughly familiar with the following generalprinciples of second dialect instruction:• Instruction should be preceded by a non biased assessment of each learner's knowledge ofhis or her first dialect and of the second dialect.• Students must feel positive toward their own dialects.• Students must want to learn another dialect. If motivation is not present, the teacher musthelp students discover the advantages of acquiring the second dialect.• Instruction must consider the language goals of students, their families and theircommunities.• Instruction must take into account cultural values associated with learning and teaching.• Instruction must accommodate the preferred cognitive learning styles of the students.Some children prefer a field independent (object oriented) cognitive style. Others prefera field dependent (social oriented) cognitive style. Both are valid, however, schools tendto be more oriented toward the field independent style. See Appendix II for a summaryof these two preferred cognitive styles.• Both the teacher and students must be able to contrast the linguistic and communicativerules of the existing and targeted dialects.• Linguistic and communicative features of the existing dialect should be compared withthose of the targeted dialect.• Instruction should be integrated with students' experiences.• Both the teacher and students must believe that it is possible to acquire a second dialect.What Is a Good Approach to Implementing Standard English as a SecondDialect (SESD) Programs?Minimum standards must be established for evaluating the validity of culturally based SESDcurricula and teaching/learning strategies. An SESD program should:• Permit students to demonstrate their listening skills by summarizing, responding,paraphrasing or following directions.• Allow varied and frequent opportunities for students to communicate with each other.• Provide students opportunities to summarize, analyze or evaluate oral or writtencommunication completed by themselves, their peers or the teacher.• Provide students opportunities to listen and respond appropriately to the teacher, theirclassmates or audio visual materials.• Allow students to use speech for different purposes in a variety of situations, e.g.,persuading, informing, imagining, questioning or asserting.• Teach students how to evaluate the effectiveness of their own communication.• Stress that learning new speech patterns is linked to short term and long term goals.© 2008 Dr. Catherine CollierAll Rights Reserved69
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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
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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 and 66: Using Cross Cultural Communication
Page 67: Why Do Nonstandard English-Speaking
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
Page 117 and 118: 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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