mutliculturism Flashcards
(33 cards)
by 2050
Hispanic group :25% Pacific island and Asian: 8% Blacks: 14.6% White: 50.1% Others: 5.3%
what percentage of children speak a language different than english at home?
18 %
anglo-european perspectives
- Children are equal partners in the communication process
- Driven by timelines, competition, and the fostering of individualism as well as privacy
Hispanic Perspectives
- Taught to be respectful of adults
- Not interrupt conversations
- Children don’t join adults’ gathering activities
African-American Perspectives
-Avoiding appearance
-Not address individual by his/her name
-Speakers maintain eye contact more directly when speaking than listening
More gestures
-Older persons are held in respect
-Not always adhere to strict timelines
Asian-American and Pacific Islander Perspectives
- Parental grandparents receive the highest level of authority and respect
- Infants receive a great deal of attention
- More discipline is imposed as the child grows up.
- Verbal praise is uncommon
- Value freedom of silence
- Maintain a greater distance
Native American Perspectives
- Self-reliant
- Children learn from their parents by observation
- Avoiding eye contact and not asking direct questions shows respect
Assessment Procedures for CLD Children
Pre-assessment consideration
- length of residence in US
- type of previous educational programs
- type of previous literacy activities
- type of previous assessments
- Comparing with siblings and peers
- Interpreter/translator
Should the student be assessed in one or both languages?
- The student responds in native language most of time when spoken to by family
- Students can understand the home language, but appropriate responses alternate between the home lge & English
- student enrolled in a bilingual program (3yrs)
When there are no tests available in the student’s language
-Assess the students with a set of English tests
-Request translator during 2nd session
-Re-administer item missed in student’s lge
-Assure the level if translated items matched the student’s level
-Norms should never be used
-A qualitative description is appropriate
-Supplement with informal measures
E.g., follow the oral directions or conversation with I/T
-plan the topics or methods in advance
Some considerations
- Phonology: the influence of dialect needs to avoid a misdiagnosis
- Verbal output (oral language expression): experiences and cultural differences need to be considered.
- Vocabulary & concepts: describe & compare the type of vocabulary used by student in each context across languages
- Caution needs to be exercised when interpreting the results
Intervention Issues for CLD Populations 1
- Identify elements to be learned & demonstrate with examples
- Teach specific strategies & apply in multiple ways
- Meaningful and relevant activities
- Explicit instruction in word decoding & spelling
- Regular students benefit from strategies for LLD
Intervention Issues for CLD Populations 2
- Deviant or dialectal differences
- Intervention take place in two places, if possible
- Auditory training
Chinese
-1.4 billion people spoken
-Taiwan, China, Singapore, Malaysia, other parts of Southeast Asia, other countries
94% population →Mandarin
-Different dialect: Yue, Cantonese, Taiwanese, Hakka…
Chinese in United States
-2.5million people speak Chinese at home
States with the highest percentage of Chinese speakers : California, New York, and Hawaii
Chinese V.S. English
Chinese writing system
Over 85000 words, 3500 words used in daily life
Picture v.s art (EX: 山, 日, 口)
Traditional characters: 龍(dragon).龜(turtle)
Simplified character:龙(dragon).龟(turtle)
Morphology: no plurals, no tense,
no auxiliary, no comparison,
no different between subject
and object
chinese vs english 2
Syntax: low structural complexity of words
Pragmatics: no praise; indirect request; avoid direct eye contact; highly respectful for authority, professional, elders; circular; collectivism
Chinese V.S. English 3
Phonology: 1700 different types of syllables Monosyllabic: one syllable represents one word C+V (EX: pi) C+V+C (EX: pan) V+C(EX: uo) V(EX: i) More open syllable rather than closed Tonal language
Consonant Phoneme (Manner)
Aspirated vs. unaspirated (EX: pi vs. ph i)
pi(force)
phi (chop)
Consonant Phoneme (Placement)
Retroflex: tʂ, tʂh, ʂ, ʐ
Alveolo-palatal: tɕ, tɕh, ɕ
ti(low);
thi(kick);
alveolar, fricative, voiceless
ɕ:j(placement)+si(sound)
retroflex, fricative, voiceless
ʂ:r(manner)+s(sound)
Practice: ʂu(book)
alveolar, affricate, voiceless
tɕ : jee
tɕh:cheese
Practice: tɕi(chicken)
tɕhi(seven);
Tone
first tone : high level second tone: High rising Third tone: low dipping fourth tone: high falling neutral: flat, no emphasis
