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

BICS vs.

Cognitive Academic Language Proficiency

CALP

Who are U.S. Immigrants? (p.10)

1990 U.S. Immigrants

Europe13%

All other 13%

Latin America57%

Asia 17%

Europe

All other

Latin America

Asia

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 traitsClass statusSomething 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

Food ~ Dress ~ Music Visual Arts~ Crafts ~Dance

Celebrations ~ Drama ~ Language ~ Literature

Deep CultureTaboos ~ Ethics ~ Religion ~ Values

Concepts of humor~ Attitudes toward death Courtship Practices ~Conceptions of justice ~ Family structure

Conceptions of statues Mobility ~ Ceremonies ~ Rites of passageNotions 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…

Surface Culture

Assimilation vs. Acculturation

Subtractive Additive

Assimilation

Acculturation

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

Assimilationist, segregationist, color-blind, tracking, represents dominant culture, subtractive for ELL’s

Assimilationist, color-blind, tour/detour multicultural ed., decontextualized curriculum, subtractive for ELL’s

Affirmation of diversity, diverse/multilingual staff and curriculum, subtractive for ELL’s, effective

professional dev.

Inclusionist, diverse/multilingual staff and curriculum, subtractive for ELL’s, some effective professional dev.

Melting Pot

Melting Pot

Salad Bowl

Stew

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

1. 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

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

1. 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).

Discussion point #6

What are the obstacles to learning English?

What can be done at a federal and local level

to minimize those obstacles?