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

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• Underscore the importance of situation, audience or topic during communication.• Indicate that oral communication activities will be included throughout the total curriculum.• Have a clear language and communication focus.• The Richmond and Los Angeles school districts in California and Dade County PublicSchools in Miami, Florida, have developed lessons and support materials for implementingSESD programs.How Can Aides and Parents Help?The teaching of a second dialect cannot be solely the responsibility of the classroom teacher, nomore than it can be limited to the language arts classroom. Teacher aides and parents can supportthe instructional process and assist children's language development in general and SESDinstruction in particular by:• Encouraging children to speak in a variety of situations and before many audiences;• Establishing talking as a frequent, enjoyable and secure activity;• Modeling and expanding students' speech into language appropriate for the topic, situationand audience;• Pointing out what language and communicative behaviors are appropriate as situations occur;• Discouraging teasing about speech;• Not over-correcting students' speech;• Linking corrections of speech to the situation;• Providing the school and teachers with examples of speech used in the home and communityto incorporate in instruction, assessment and teacher training;• Reinforcing writing or reading activities with activities that include talking;• Providing an abundance of verbal stimuli for students irrespective of language orcommunication competencies;• Encouraging students to engage in conversations with a variety of people and on a variety ofsubjects; and• Encouraging students to recount their experiences in narrative form as often as possible andbefore a variety of audiences.Communication Differences, Test Performance and Educational PlacementVirtually all tests and assessment procedures used in schools and classrooms require students tomanipulate information using tools of communication. Often these tests and procedures presumecompetence in standard English and in the communication rules of the educated segment ofsociety. Much discussion and research in the last decade have focused on test bias and onculturally fair methods for assessing students" behavior and knowledge. Indeed, a number ofcourt cases and legislative initiatives have prohibited the use of culturally discriminatory testsand assessment procedures, e.g., Public Law 94 142: the Education for All HandicappedChildren Act. Culturally biased tests can adversely affect students from many cultural groups,particularly those who do not speak standard English. For example, these tests can contribute to:• Lowered expectations of student performance;© 2008 Dr. Catherine CollierAll Rights Reserved70
• Negative attitudes toward low performing students;• Lowered self esteem and expectations by students;• Lowered expectations of student performance by parents;• Inappropriate placement in special education and speech/language therapy programs; and• Lowered probability of placement in talented and gifted programs.While classroom teachers do not typically administer standardized tests, they do use assessmentprocedures in classrooms. Also, because students are placed in classes on the basis ofstandardized test results administered by others, teachers' expectations of students are ofteninfluenced by such test results. Furthermore, teachers typically take part in the referral andevaluation process to determine whether a student needs special education or related services.For these reasons, and others, teachers should understand test and assessment bias and shouldknow what to do about it.Sources of Bias in Tests and Assessment ProceduresWhat to Do About Assessment BiasSources of Bias in Tests and Assessment ProceduresIn general, teachers should be aware of seven major sources of test and assessment bias. They arepresented with examples in Table VI.Table VI: Sources of Communication Biases and Communication Related Biases in Tests andAssessment ProceduresMismatches between examiner and examinee regarding the societal rulesSituational Bias of language, e.g., sarcastic answers to obvious questions. (Examiner: Whattime does the clock say? Examinee: Everybody knows clocks don't talk.)Test directions involve linguistic complexities unfamiliar to the examinee,Directions Bias e.g., "None of the following is true except . . ." is incorrectly interpreted as"all of the following are true except . . ."Examinee is required to exhibit a particular moral or ethical preference,e.g., "One who is dishonest is a) an offender, b) a politician, c) anValue Biasambassador, d) an officer." One might presume each choice to bereasonable.Test presumes that examinee is competent in standard English, e.g.,"Which sentence is ungrammatical? a) They saw Rose. b) You done itLinguistic Biaswrong. c) My brother has never eaten. d) Don't use too much." Anonstandard English speaker might see each as grammatical.Test procedures or requirements are inconsistent with examinee's cognitiveand/or learning style, e.g., "Select the best answer to the following . . ."Format BiasOne might consider answers to be either right or wrong, thereby no suchthing as a best answer if all are correct.CulturalExaminer erroneously interprets cultural practices of examinee, e.g., aMisinterpretation child who exhibits silence as a natural reaction to an unfamiliar adult© 2008 Dr. Catherine CollierAll Rights Reserved71
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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
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“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
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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 and 68: Why Do Nonstandard English-Speaking
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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
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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
Page 119 and 120: 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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