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

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Stimulus Biasexaminer is diagnosed as nonverbal, or a child who does not respondquickly to test items is labeled unknowledgeable.Examiner presents stimuli rich in objects and analytical materials to anexaminee that prefers a field dependent cognitive style, and is more likelyto be responsive to materials rich in social content.Teachers need to be aware of how communicative factors can influence test performance and ofthe impact their evaluations of students' performance can have. For example, if students fail tounderstand test directions, they may respond incorrectly to a whole series of questions. If theyare not competent in standard English, students may answer questions incorrectly because ofinaccurate analyses of their content. If their cognitive learning style is field dependent orsynthesizing rather than field independent or analytical, they may have difficulty with formatswhich seek best answers to questions when all answers contain an element of truth. Furthermore,students may hold different values than those assumed by the teacher or they may obey differentcommunicative rules for verbal behavior in the social situation which test questions address.Finally, the teacher may misinterpret a student's culturally based communicative style and drawerroneous conclusions about the student's knowledge.What to Do About Assessment BiasIt is not reasonable to expect that teachers will develop their own culturally fair tests andassessment procedures. However, teachers can contribute to a more positive assessmentenvironment for culturally diverse students. According to Taylor and Payne (1983), teachers canaddress the assessment bias issue in the following ways:• Ensure that all students understand the test directions.• Ensure that the test does not presume linguistic knowledge that students may not have unless,of course, the test is designed to assess knowledge of a specific language or dialect.• The test should not require students to articulate values which they do not share.• The test should be compatible with the preferred learning styles of the student.• Situational and interact ional constraints must be considered from a cultural perspective inevaluating oral communication behavior on tests.• In the scoring or interpretation of test performance, the student's response style must beconsidered.• When referring students for special testing or placement in special education, be certain thatresults of evaluations are not flawed by cultural differences in behavior and language.• Do not include culturally discriminatory items on tests.• Accept as correct those test answers which are considered valid within the student's culture,even if the particular answer is not listed in the manual as being correct.• Consider two scores for tests which have a cultural component, a culturally unadjusted scoreand a culturally adjusted score.• Support efforts to decrease reliance on standardized tests for assessments, using alternativeassessment procedures where possible and appropriate.• Support efforts to involve parents and the community in assessing test findings.© 2008 Dr. Catherine CollierAll Rights Reserved72
New standardized tests and assessment procedures are needed which are culturally valid. Untilthose tests are available, teachers should be skeptical of the results of most standardized testsadministered to culturally and linguistically diverse children and should exercise caution in usingthese results for making placement decisions.Communication Differences and Discipline ProblemsTable VII: Explanations of BlameSources of Cultural and Communicative IncongruitiesWhat Do We Do About Cultural and Communicative Sources of Student Misbehavior?Most educators would agree that schools have a responsibility to establish an educationalenvironment that encourages positive learning experiences for all students. Many would alsoclaim that schools should be expected to teach students the social behaviors which are consideredacceptable by the society at large, as well as the sanctions which are likely to be applied whenacceptable standards are violated. In light of these dual and sometimes conflicting imperatives,the disproportionate suspension and expulsion rates for minority students throughout the nationare cause for considerable concern. In 1979, for example, the National Advisory Committee onBlack Higher Education and Black Universities and Colleges reported that while students fromminority ethnic groups comprised approximately 25 percent of the nation's public schoolpopulation, they comprised 40 percent of those suspended. A 1982 Fact Sheet on InstitutionalRacism revealed that while 16 percent of the nation's students were African American, theycomprised 29 percent of all suspensions and 27 percent of all expulsions. In a 1984 report by theMinority Relations Monitoring Committee of Montgomery County, Maryland, it was stated that:. . .Nowhere is the school system more vulnerable to the charge of being "unfair" in dealing withits students than in the manner in which it manages student behavior . . . Clearly the difference insuspension rates of White and African American students in many of the senior high schools isso broad as to constitute a serious threat to the opportunity for an equal education.Many reasons are given to explain the high rate of discipline problems among minority students,particularly African Americans. Some blame the institution; others blame the student or victim.(see Table VII)Table VII Explanations of BlameInstitutional ExplanationsVictim-Focused ExplanationsNegative school climateLow student motivationRacial and ethnic biasCultural disrespect for rulesInadequate classroom management Unfamiliarity with rules of school and the mainstreamInappropriate educational placements societyInappropriate teacher expectations Lackadaisical discipline standards in student's homeDifferential applications of rules for and communitystudent conduct© 2008 Dr. Catherine CollierAll Rights Reserved73
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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
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herself by strapping a cassette rec
Page 22 and 23: In 1998, after nine years as the ch
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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 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
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Page 51 and 52: arises from the efforts to abstract
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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
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Page 71: • Negative attitudes toward low p
Page 75 and 76: Each of the behaviors listed above
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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
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Page 91 and 92: This idea of “semilingualism” c
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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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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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