Transcript 2nd Language Learning Myths

Bilingual-Bicultural Education
US Language Debate
Language, Culture and Identity
At The Pasar
Once upon a ping, there was a ngeng old man named
Photak. He has three anak-anak, named Phare, Bare,
and Pare. He selalu hejalan to the pasar with his anak
anak, but he left his bini at home so she could water the
sayor-sayor. He went to the pasar to sell sayor-sayor.
LANGUAGE TYPES
Basic Interpersonal
Communitative Skills
Cognitive Academic
Language Proficiency
BICS vs. CALP
Who are U.S. Immigrants? (p.10)
1990 U.S. Immigrants
Asia
17%
Europe
13%
All other
13%
Europe
All other
Latin America
Asia
Latin America
57%
Major ELL Groups in PK-12
Spanish…………………….76%
Mexico…………………59%
Puerto Rico…………….10%
Central America………..5%
Cuba…………………….4%
South America………….4%
Other……………………..18%
Vietnamese………………….2.3%
Hmong……………………….2.2%
Haitian Creole……………...1.1%
Korean ……………………1.1%
Cantonese………………….1.0%
The growing number of LEP
students
In 1990 the LEP composed about 5.7% of
total K-12 enrollment.
In 2000 the LEP composed about 9.4% of
total K-12 enrollment.
Diversity :
Developing Definitions
Discrimination
Racism
Classism
Linguisism
Sexism
Agism
Developing Definitions
Racism – The systematic mistreatment of
people based on the belief in the inherent
superiority of one race and thereby the right
of dominance. Racism is one manifestation
of institutionalized differences in economic,
social, and political power in which
members of some ethnic and cultural groups
benefit at the expense of others.
Developing Definitions
Linguisism – The systematic mistreat of
people based on their native language and
the presumption of inherent superiority of
one language over another. It includes
unrecognized privileges of people who
speak the language of status and the
exclusion of people who do not, from full
social and political participation.
Understanding Culture
What culture is NOT:
Biological traits
Class status
Something bought of sold
Why knowing about culture is important…
• Multiple cultures are present in every classroom
• Culture affects how students learn, react to expectations,
discipline, and teaching/evaluation methods
• Understanding students’ culture facilitates teaching and learning
processes & helps prevents tensions
How culture is like an iceberg
Surface Culture
Food ~ Dress ~ Music
Visual Arts~ Crafts ~Dance
Celebrations ~ Drama ~ Language ~ Literature
Deep Culture
Taboos ~ Ethics ~ Religion ~ Values
Concepts of humor~ Attitudes toward death
Courtship Practices ~Conceptions of justice ~ Family structure
Conceptions of statues Mobility ~ Ceremonies ~ Rites of passage
Notions of modesty~ Attitudes toward gender, age, class, occupation
Conception of beauty ~ Child raising Ideas ~ Tempo of work
Theories of disease~ Body Language ~ Eye contact ~ Conception of time ~
Competition or Cooperation ~ Notions of Adolescence
AND MUCH MORE…
Assimilation vs. Acculturation
Acculturation
Subtractive
Assimilation
Additive
English-Only Movement
Movement that endorses an English Language
Amendment to legislate English as the official language of
the U.S.
U.S. English (1983) promotes stricter border controls and
notion that the English language is threatened by
bilingualism.
English-Plus : Campaign organized promote English plus
other languages and urges municipalities to declare
themselves multilingual/multicultural.
Discussion Point #1
The U.S. is often referred to as a “melting-pot.”
What does that mean? What are benefits and/or
negative aspects of promoting a melting-pot? If
not a melting-pot, what else would you propose?
Stages of Multicultural Education
Melting
Pot
Assimilationist, segregationist, color-blind, tracking,
represents dominant culture, subtractive for ELL’s
Melting
Pot
Assimilationist, color-blind, tour/detour multicultural
ed., decontextualized curriculum, subtractive for ELL’s
Salad Bowl
Inclusionist, diverse/multilingual staff and curriculum,
subtractive for ELL’s, some effective professional dev.
Stew
Affirmation of diversity, diverse/multilingual staff
and curriculum, subtractive for ELL’s, effective
professional dev.
Discussion Point #2
Are immigrants resistant to learning English? Cite
statistics and statements from the readings. How can
you explain people who have lived in the U.S. for 20
to 30 years and still can’t speak English? Why do
some immigrants learn faster than others?
Discussion Point #2
1. ESL programs are scarce and have usually have
waiting lists.
2. Linguistic enclaves only have a small percentage of
People that do not speak English at a functional level.
3. Background knowledge in school subjects and literacy in
the native language contribute to educational success(eg. Lisa)
Discussion Point #3
An official language law will boost the acquisition of
English and will help diminish unemployment among
language minorities.
Discussion Point #3
Official English proposals do not stipulate any
assistance in providing English classes.
2. U.S. English Org. did not support the a 1986 bill
calling for more adult ESL classes
3. The passage of the official English law in
California did not increase accessibility to English
classes
1.
Discussion Point #4
Bilingual services prevent immigrants from learning
English. The yellow pages, court interpreters, and
Bilingual ballots are prime examples of services that
don’t motivate immigrants to learn English.
Discussion Point #4
1. Bilingual services are used by recent immigrants
or those isolated due to age or circumstance. (eg.
The majority of people using bilingual ballots are
over 65 years old)
2. Bilingual services allow immigrants better
participation and access to society. (voting is a
constitutional right)
3. Bilingual services in the long run, prevent serious
problems, such as death, lack of education, etc.
Discussion Point #5
Other languages threaten the English language and
prevent immigrant from learning English. The use
of foreign languages will destabilize and weaken the
English language.
Discussion Point #5
English is spoken by 94% of the U.S. population
2. English is the actual threat to other languages,
such as Indigenous languages in the U.S. that
have disappeared.
3. English has global dominance: 300 million in 40
countries use it in an official capacity.
4. By 3rd generation, immigrants no longer speak
their native language (exception- Puerto Ricans).
1.
Discussion point #6
What are the obstacles to learning English?
What can be done at a federal and local level
to minimize those obstacles?