Chapter 7 Language Multicultural Education in a Pluralistic

Chapter 7: Language Multicultural Education in a Pluralistic Society, 9 th Edition Donna M. Gollnick and Philip C. Chinn • • • any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -1

Language is a system of vocal sounds and/or nonverbal systems by which individuals communicate. It is a critical tool in the development of identity, self-awareness, and intellectual and psychological growth. Students with limited English proficiency may suffer institutional discrimination. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -2

Language as a Socializing Agent Language is used to socialize children into linguistic and cultural communities. Children learn almost instinctively the right word, the right responses, and the right gestures for situations. Native speakers unconsciously know and obey rules and customs of their language community. Almost all children have the ability to learn one or more native languages. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -3

Language Diversity There were 55 million non. There were English 381 languages speakers in spoken in the United States in the in 2007. year 2007. This figure does not include the millions of English-speaking individuals whose dialects are sometimes labeled as nonstandard. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -4

Nature of Language There is no good language or bad language from a linguistic view; languages are simply different. Society places different social values on different language and dialect groups. Status judgments are based not on linguistic grounds but on social grounds. All languages are equal in that they meet the social and psychological needs of their speakers. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -5

Cultural Influences Language use is culturally determined. For effective communication to take place, enough cultural similarities must exist for the receiver to understand the message. Language is very much cultural and is usually related to one’s ethnic, geographic, gender, or class origins. Language systems are dynamic and change constantly as society changes. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -6

Language Differences There are 6, 909 living languages in the world today. Social variables contribute to language differences. Both class and ethnicity reflect differences in language. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -7

Bilingualism Language diversity is maintained primarily because of continuing immigration from non-English speaking countries. Bilingualism, the ability to speak two languages, is often difficult for students to maintain without support structures. Bilingualism can be subtractive (second language replaces the first) or additive (development of second language with no determine to the first) Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -8

Accents Accent generally refers to how an individual pronounces words. Accents sound different from standard English only in how the words are pronounced. A person may have a strong accent, yet speak in standard English. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -9

Dialects In the United States there are many different dialects. Some dialects are social dialects, while others are regional dialects. Dialects are language rule systems used by identifiable groups that vary in some manner from a language standard considered ideal. Some dialects enjoy greater social acceptance and prestige than others. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -10

Regional Dialects Differences in the pronunciation of vowels are a primary means of distinguishing regional differences. Regional and social dialects cannot be divorced from one another because an individual’s dialect may be a blend of both. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -11

Social Class Dialects Social dialects tend to differ primarily in the use of consonants. While Americans and those from other English-speaking countries have many different dialects, they can usually understand one another. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -12

Grammatical Differences Among dialects, differences in various aspects of grammatical usage can also be found. Nonstandard grammar tends to carry with it a greater social stigma than nonstandard pronunciation. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -13

Other Differences Variations in language patterns are significant when compared by Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. • Age • Gender • Socioeconomic status • Ethnic group • Geographic region 7 -14

Bidialecticism The ability of individuals to speak in two or more dialects, depending on language context. Bidialectal individuals may have some distinct advantages and may be able to function and gain acceptance in multiple cultural contexts. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -15

Perspectives on Standard English No single dialect is identified as Standard English. Norms vary with communities, and there are two norms: • The informal standard, which is considered proper in a community • The formal standard, which is the acceptable written language Determination of what is standard is usually made by people with the power and status to make the judgment. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -16

Perspectives on Black English is one of the best-known dialects spoken in the United States. Teachers can take one of several approaches to handling dialects: • Accommodate all dialects on the basis that they are all equal. • Insist that only a standard dialect be allowed in the schools. • Allow native dialects for certain uses, but encourage or insist Standard English is used in other circumstances. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -17

Sign Language Some languages are neither spoken nor written. Individuals who are deaf and unable to hear the sounds used in oral language may use sign language. American Sign Language (ASL) is used by the majority of individuals with deafness in the United States and Canada. ASL has its own complex grammar and syntax and is recognized by linguists as a language. Signed English is another system that translates English oral or written word into sign language. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -18

Non-Verbal Communication The total meaning of communication goes beyond the surface message that is stated. The undercurrent message includes the emotions or feelings associated with the surface or content message and the personality of the speaker. Meaning is often sent nonverbally through body language. • It may augment or contradict verbal communication. • It is culturally influenced. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -19

Second Language Acquisition In 2009, there were 5, 346, 673 ELL students in schools in the U. S. School districts with the largest ELL enrollments include Los Angeles Unified, New York, and Chicago. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -20

English Language Learner Characteristics Most ELL students are born in the United States, although 80% of their parents are born outside of the country. Coming from 400 different language backgrounds, 70– 80% are Spanish speakers, and 12. 6% are from Asian and Pacific Island backgrounds ELL students are often at a socio-economic disadvantage as compared to their non-ELL peers. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -21

The Role of First Language in Second Language Acquisition Most children acquire their first language naturally through constant interaction with their parents or significant others. Knowledge of first language plays an important role in the process of acquiring and learning a second language. ELL children should be allowed to develop a firm grasp of basic concepts in their home language prior to instruction of academic concepts in an English-only environment. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -22

Language Proficiency Students generally need two years to acquire basic interpersonal communicative skills. An additional five to seven years of school training is essential to develop cognitive academic language proficiency. Power and status relationships between majority and minority groups may influence school performance of ELL students. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -23

Official English Controversy Official English is a lobbying organization with a goal to make English the official language of the United States. Their policies support very limited use of bilingual education. Official English is a polarizing issue in many communities. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -24

Differentiating Instruction Educators should ensure the right of Educators should each child to learn in recognize the value of the language of the different language home until the child is groups. able to function well enough in English. It is important that the teacher communicate the importance and advantages of being able to speak and understand Standard English. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -25

Language and Educational Assessment bias against nonwhite students results in disproportionate representation in special education programs. Many tests rely heavily on language skill and understanding, yet language proficiency levels of a student being tested are not always taken into account in test decisions or results. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -26

Bilingual Education is the use of two languages by students and/or teachers for instructional purposes. The purpose of bilingual education is to help students who cannot understand lessons, instruction, and material in Standard English. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -27

Lau v. Nichols In a unanimous decision, the Court stated: “Under state-imposed standards, there was no equality of treatment. . . students who do not understand English are effectively foreclosed from any meaningful education. ” While not mandating bilingual education, the Supreme Court stipulated that special language programs were necessary if schools were to provide an equal educational opportunity to these students. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -28

Transitional Programs Most bilingual programs are transitional, or a means of moving from the language most commonly used for communication in the home to mainstream U. S. language and culture. The native language is gradually phased out as the student becomes more proficient in English. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -29

Dual-Language Immersion Programs Goals include : Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. • Bilingualism, oral proficiency in 2 languages • Bi-literacy, reading and writing in two languages • Achievement at or above grade level • Multicultural competencies 7 -30

English as a Second Language ESL is often confused with bilingual education. Like bilingual education, ESL promotes English proficiency for English language learners. ESL relies exclusively on English for teaching and learning. ESL is used extensively in the United States as a primary medium to assimilate ELL children into the linguistic mainstream. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -31

California Proposition 227 was a state ballot initiative that voters passed in 1998, 61% to 39%. The initiative was intended by its supporters to end bilingual education. Proposition 227 requires all English Language Learners (ELL) to be educated in sheltered English immersion programs, normally not to exceed one year. Gollnick/Chin Multicultural Education in a Pluralistic Society, 9 e © 2013, by Pearson Education, Inc. All Rights Reserved. 7 -32