ED 19L 59i

TITLE

INSTITUTION

DOCUMENT RESUME

FL 011 790

Content Area Instruction for Students with LimitedEnglish Proficiency_Bilingual Education Service Center, ArlingtonHeights, Ill. Indochinese Center for MaterialDevelopment and Training.

SIDON. _GE:CY Illinois State Board of Education, Springfield.Bilingual Section.: Office of Bilingual Education andMinority Languages Affairs (EP) , Washington, C.C.79

47p.; Some taint print. Best copy available.LOB CATENOTE

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IDENTIFIE

MF01/PCO2 Plus Postage.*Asian Americans: Cultural background: Eiementa y

Secondary Education: *English (Second Language):Immigrants; Language Proficiency:-Second LanguageInstruction: *Student Teacher Relationship: TeachingMethods: Testing: Word Lists*Limited English Speaking

ABSTRACTThis handbook for teachers of Asian _migrants at the

Elementary and secondary level presents in a straightforward manner,in outline form, information of use tc teachers who must work withlimited-English-speaking children from an Asian cultural background.The manners. school behavior, and parent-teacher relationships ofAsian students are described. Guidelines for assessing Englishproficiency are set forth. Methodology and specific strategies forteaching English as a second language (ESL) are outlined. Finally,'chapters are devoted to coordination with ESL and content areateachers, and to planning content area lessons. The following areincluded in appendices: definition and description of Englishproficiency levels, outline of factors that produce good interview,social humanities framework, outline of cultural topics fordiscussion, survival word lists, and a short article entitled"Culture and the Student." (JE)

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Developed byIndochinese Center for Material Developmen -_ Training

U 5 DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

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.HIS 7C:UNIENT HAS BEEN REPRO-OW:ED E AC It v AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATONE POINT!, OF VIEW OR OPINIONS',TATE' DO NOT NECEE5ARILY REPRE.SEN "t FE IL i AL NATIONAL INSTITUTEFpurAnON AO5ITION OR POLIEv

BILINGUAL EDUCATION SERVICE CENTER 500 S. Dwyer Avenue fa Arlington Heights, Illinois 6005

Acknowledgments

re:-iponse to eOric.)1,0nal r weds of As Jan strident,. sJJ-JJ,e1,1! jjenoes,,:c.),1,1Dordtpo to sponzior r-Jrs: [WHIM e-kiHni 7Ho

efforts of these dgencie.,:. the ESEA Tal,r, VII Resourc Center forBilingual Bicultural Education. the Govr-2mor s Information tl.r.riter for AsianAssistance, the Illinois Office of Education-Bilingual Section, and theMftiv.J.-est Fie.,:o.rice Center-- con: 'Hued in ink,-) cospor isgrza HO HI

the first and second Asi.in Clinic/Curriculum Development Workshops.August 22-26, 7B77, dud February 2-3, 19-79.

The Indochin,...Jse Center for Mak.Jrial Development .inO 7:Jammupu!sued the objectro, conceived in the y\.orkshopy, dna Lg. Jiddmied theproCuctIon of this teacher's manual.

The Indochinese Center vvishes to arktio\.viedge the contributionand dedication of Mary Gaivan in developing this teacher's manual. Withouther extensive knowledge ht content area insktruction and ESL methodology,.%e J,J,oulci not have peen able to carry Out our task.

Appreciation is extended to Guillermo De Hood!), Project Directc,of the Midwest Resource anter and Project Director of the IndochineseCenter, for his constant encouragement and support. Also vital to thepublication of this manual were Ole contributions of ,Dennis Terdy of tile'Minors Resource Center. who spent time in reviewing and editing thechapters, and Marcia Seidletz of the Midwest Rei::i0LHCO Center. whoprovided assistance in organizing the writing workshops and editing the finalmanuscript.

Special thanks must go to the many teachers and Asian resourcepersons who participated in the forum and the clinics, expressed theirconcerns. and offered their expertise in helping us to prepare this manual. Asa result of their contribution and support. we hope that the informationcontained in this publication will reach the teachers in American schools andfacilitate their efforts to provide meaningful education to Asian students.

Shinae ChunProject CoordinatorIndochinese Center forMaterial Developmen! and Training

November 1979

Preface

ASz-, LCfl-, nd 0 10 ore ttrrt ti Cnn-j0010 01 1 ,It_t stadent:: thee exidlenne ttnit os n needs for

suphort and qit,')Itnat'oll, 51Sf 1 0H i the erea of f.,,dunoting Aslan stadentsnelnaa and daterences make It (Etflnult for tI to to h-Jneht

0v fronn fe-nsan, esEn-e7e, !!e ..ib's" n ucolfesourok:H tue,:r o is cnoni system to begin rit-.duaid these studept77but ;note oftf2n, n noh educators must rely on their nurvn

ot the unique support needed by administrators andteikdlers ,r1 rho (1ThLail (nsk of educatind Asian students. particularly those or

noel EnwHii nro'Hciency REP). the Rilinguol Education Service CenterHosted the fot.;: .Annual As10n Forum in April 1977 In collaboration ',van the

letf-nhetrfIn Center for Aeon A.,--isistanee and the 1,11iriols Office ofLciticaPornft!pirtiril STon. As an 01;19 rov.,-th of rho ..A-;o1h Forum,net,s_lm Or L. sE ions 5 010 held to begin Erie development of d teachersthat eLIOt an ecidcator in understanding and meeting the needs of Asonstudents. The ork..shops, conducted by Mary Galv0n. who is a specialist inprogiath's to1 i'nqu'src0Ily and culturally different -AikEients iii the field of

education led to the tireparattoti of the content of this

Ci !men; Area InStruction for Students Ltina-ed EnglisI7Pc()1,nieni.,: c:rrorrr (ion Irk!r oirt rihrnedritely servo usersheiIii LEh students-, continue their cognitive deAedoornem n the ("...ontentareas as the lOam We r-r Eirh.,:td-1 and ratir it to 0 (Efferent culture. To!';,

tnIS! ofrs nr the folloJdng top,cs.

r:alttir,A! impiicatfon!:,

cultural Infortildt1Oh

:-ittiderrt dbttr-1":t,'7,rhertt

ESL techniques and methodologyspectre strateges Ci teaching content area subects throriql i ESL

alternatives to the textbook for LEP studont;coordination with ESL and content area teachersplanning content area lessons

T.or

ShoL

Contents

Cultural Implications (roan/ G3 /van, Austui, Texas/

Cultural Information (Mary Gal.,a;) and Asran Workshop Participants)4

Student Assessmgnt (DenriLc Tardy, Illinois Resource Center) 9ESL Technique and Methodology iDennts Tordy)

11

Specific Strategies in Teaching Content Through ESL Methods wary Ga/van) 13Alternatives to the Textbook for Limited English Speakers (m,._.ary Galvan) 16Coordinatinn with FS1 and Content Area Teachers (Mary Gaivan) 17

Planning Content Area Lessons Wary Gaivan) 18

Appendices

Definition and Description of Er,glish Proficiency Levels. . .. 21

Factors Which Produce a Good Interview. .. . .......Social Humanities Framework

27Cultural Topics for Discussion

29Culture and the Student

32Elementary Survival Lists

38Junior and Senior High School Survival Vocabulary

40

Cultural Implications

I. , 141

:VttlY, Hto -t41r)111

t.:;,:rti, r-tf ,Inti,, !, ;;, ,

.17;;! :;I1H t"...!; "; tr'7'

: I

Jr .1. '1

those things people loom in orderto toitnnye oriviroorount.

cit,f;.;t4)!I t!,;,(1 /1// r/io thto:h:r"), mhtrr,',.r..-,H,ict.:-; of Fit if IT ITIIIIHeyttline

tO ,-Hitttre thrt.? hrhaed to ti roitioli otii of,

erc. Leltore art onfIre of behanonf,,i-i, -I. 1: iiCCI U1iiflJi 11 ..,

early on fulmar! Ilfe,and sotorrmqhly trot minty fool afit Ttor, that f JIM I Vldiilii (-An lr',!rn-n1-mf!

ft.:Hdy.orS, he or .'-z,he CAM otiy leiarn 3 -;0(:;fir Iedrrurig ttr,T

fthTt, hit 1 Lam be (Ione. To manogo/ir?lti(. fitI 11111 flint tti0it1i'0 iii(1:vpdi.1,11!f7;1711;', hi.r,17

I`'.117'11 ." fhvr eIrt;!" ofieri a ?teed fOr 1.

1

alfOrtOrenee$

Un/uaiiunq cultural twhavtors

2 Content Atea Instrucoon

Memory cm:tore

Microbehavtoral culture

Signs of eross-cultuinterference

0,itternis of culture tend to f,r11 intd disuse onc:o In,/(4 is no need Tor thtr,qn.inou,Ati u can/,,`t be said 0.1,3t humans can it is

;fur-, Thar they tine need forotterns occurs.

Cu'tural ft-riii_itures tong to tall into Indio( cdtedonesi: rnernor\-:i:ulture and liclobehaii.oral eullore,*

.irnory culture [s n-kicle

by a group ,ind youp romonbots ctsr,It Aspect::;flleflitiry CLIttUrtz?

0

IdnclUdcle

a tjiniensw,nof culturesocial institutions. fdinrly. cornmunIty.

IrP:(1)1V1i1c) the group's sense of order9 Lt.'Hinr,, T_:)[ciljr) S xue0 folklore: presented or presered in some orderly fashion.

leachers, seeking to identify and utilL:e cultural features in instruction,usually look to the memory culture for examples. The problem is usually theabsence 0: information about the memory culture of a group or the errors ininformation, 1 he Asian cnilcL a:: \A- as any other. has a right to see his or hermen-tory culture included in the curriculum: vvithout -iiriuch inclusion the childfeels alienated,

Though la:z--;ts about the memory culture are easier to come by andplesent. the microbehaviorai culture has the greatest imi)act upon theclassroom, What is suggested in this term is the realr2ation that theHtre things in human interaction that are a part of the group's culture can leadto cultural interruption or cultural harmony. These are less likely to be noticeduntil interruption occurs: they are more difficult to deal with and cause morefrustration than any other of culture, Among others. examples ofincrobehavior are

greetings and leave-takingssense of decorum or mannerssense of authoritybody languagegoals and valuessocial pressureinteractional patterns

When does a teacher of a multicultural classroom know thatcultures are in conflict? Unfortunately even the most skilled teacher isunaware of such cnnflict until an interruption or a problem occurs. Thereare.however, signs that conflict might be present, such as:

rimis ^ HI?' let/71. rink ,n ,mportiint impilravor,,, for

Cultural

Dealing with culturaldifferences

Playground be

Discern fort in gym class

Table manners

Cultural Information

MannersThough Asian children may be exceedingly quiet in the classroom,

they tend to be wild, loud, and uninhibited on the playground. The sequenceof activity in Asian schools is 45 minutes of intense activity in the classroomfolldwed by a 10-minute recess. This sequence is followed all (jay long. Therecess, then, is a release for tension. Activity on the playground may lookviolent, but it isn't.

2. Girls of junior high age and older may resist wearing shorts for thegym class. The reaction to such rules may be considerable embarrassment orfeelings of discomfort. Asian children, howeVer, are accustomed to changingclothes for gym: they expect to wear proper clothes and adopt an appropriatestance for each activity.

d. Asian students, particularly girls, find open toilets and commonshowers embarrassing. Nudity is not appreciated, More clothes, not less, isthe value.

f. In Asia it is considered bad manners to use one's feet to close adoor or move a box.

5. Asian children spend much time washing their hands beforemeals and are puzzled when they can't.

6, Asians show appreciation for good food by behaving in a vwhich is bound to be considered bad manners in this country. Among theactivities Asians must be cautioned about are the following:

putting too much food in the mouth at one timetalking with the mouth fulleating too fastreaching across the table for things

not .-utL-10 it l; err d .Aho.e hurnburger)t;FLOH:fli.1

Irtlif,: !me rl.ite Or c- o ti-.0 I Oct Ii

E;,11,"s; srot,r-Hi the tor,.

A J,:pJi ific.ler to point. H or sher. till kricw. gesti_re in this country.

Fresh rn°.!hA rr!sult rr upset :itornuch for studenIS vvho hiny

C:".jt_i.S-0 a prc,-)b:(;iri. TH:2

Ui l'eq.:ThVe. re.",riartSe TO a iafl Child S anSV.er 0 IIIOM, fOr breakfast Ihis).0s/?'

1Je;:- ; tusIL41ei.ity. ,t-:.0cnor-3, The.,

raH greet tH-a-

1 Tint s. in lruin ['notion meaning 'come here is made with the1)0 n:- d.-rs..n: a looks 116.7,' the goodbye gesture iii ArnerIGn.

11' Am Arrr nay mot Ifiltil!--72(fialel'i thilrlk a person ,..vho gives him ortier i gift Most sLqei, the Asian tett 'n the kindness with a gift to theorwrna

.90 a type ofbov:ind) is a Japanese custom, not a generalAstir CUSIOM, Kr to that there are Oif fereice..i in Asia,custorns. The teacher

Gor,..tinJe to be American but tread gently. Trying to master a foreignPatten often :-ijlt in d ran;:ature of the behavior.

Teachers should cot Jesks. Asian children lose respect,The desk s the plar& v-s,here CO.ci ;oes on, the center of learning.

15 consider ai oecd man lers to hand papers out either -0.,ithtne right hand or %..vith h (F) ham r As. Ii is 7onsidered bad manners to tOSS.thrO...,s', or slide paper,

6. The fact t!',- .aslancr!!'.-iren wee' the same clothes every day is noindication of wealt1- (tcappings) 5 disvalued. School is notconsidered a place I tirade l-lery, it is a place for learning. Asians ar5aCcust,:--)med sch, iA.iform or special school clothes,

1 7, Some VieJ mese students may wear a Buddhist symbol forgood luel which is s'..avieri. like a swastika, They are unaware of any othermeaning for the s.,.hibol.

ii

Cultural Information 5

Body language

Classroom behavior

6 COntvlq Area Insttuction

SW dent- acher I tia ow, ship

School BehaviorS',11

"it11

1;.');;1 111,,1; !,r,1;-1;'-; ; ;

1: it r -Jo; 1 in Orr.111.j II',

It',Wiit-f;-; tilu

I

hioc.t?ed,rin on Fir ()ATI or 0 l 1 ri or u

,frie te,leliers

Study habits. Asijn sIudoilfs e riO to ki..-P-1),1H01-0110;),

COI riHFril from dictation Hilo the notebook. ffs tend ii cofiii yee.,, neat notes. For e\ample Chioose c.hildron

11-1,,--1k(..--....)111ono sticimf it ictre other Asicin c hildren use the efaser

5107011 -trig

5. Asian students .11"00v5 tak.e,their tethenkr, Home t-locaur,oair-) ,.1c.customeci to na\-,inh -Nark: 10 do at hnnie.

6. Pencils will be kebt sharpened, This IS a rIPcsessIty beCd1..1:Tie

of the complexity of characters in some Asian lanquades.

7. Individualized instmction takes a good bit of e\phi'limod to mliiSLident5 and parents. To As!ans, individual aCtivif ies dre uNlardc-K1 at", 'flay,Tire is l!ttle v,,:r1,1!ty in posture permitted.

6. When the Ain Child doe!-;, not .uricirstano Hi lb thk- tI;715

clot net raise tn.. -voice: instead, -,,unpht,i the :l.d.i iuc o nut i d11]!)LT I( Hr t-7-011(1;C) ml prOvkleS )Or riindF

Y. BO .u.drefel of Lemna arm ntiiinieter Hcnc nj, ft 711,-,%; In

Parents mayieel the Me of a tutor is, an intras,oe 1Th,

10. ri ";orne Asian countries much morn cluiiroriii eoneon!,:i thc,ti tent of '.--,c,enGq,,and nahtmemiatics Hue nrebenteCi at earlwr dcle

thof_ie Ft th#,1 American cut ricoln.

1 1. In coin-Ito-1g on the fingehi,, the Af.;;,in child the: ohferdfir',ger, nd then off iQr tincierb iii

12. The '111011-1(1' systOrn is used irl most ASi,,ir; COM

.w4

12

Wm.

13. Limitations on the use of English must not be equated e rithslowness. Chinese, Vietnamese, and Laotian syntax (word order) is not toodifferent from that of -English. Japanese and Korean syntax is very differentfrom English. Instruction to limited English speakers should he related to the

s Iangnaite conlrietence. Bear in mind the cognitive and lingisticrden Pool(' placed on tIre

14. The :Nigcationai system in each culture has its own way ofi radying that good or had written work has been done. American teachers,aci:-.nstome,d to using *a check I ) for adequate. correct, or good work andan \ for poor or incorrect work. should understand what these signs mean inAsia and their impact upon Asian students. In Laos and Thailand, a check

indIcation of good work: no mark on the paper is an indication thatthe tmident needs to see the teacherhis work is deficient or without merit.In Japanese. Chinese. and Korean schools, good work is rewarded with a

circle (O f and bad ,.work inch -Cated by a check I V), A good answer ismarkei3d Q ar is a very good answer marked e, or concentric circles. Part of

the ArTiel;Ganiz,AtIon process is for teachers to explain to Asian students andparents cheeks indicate. Grades and teacher responses are

tr (Itlerv" idlHortdr 1(1-) :=1,,_In1S A miscue or misionderstanding in marking'd ha-.ie more serous consequences with Asian children than with

Ainflpcaes.

raddren are very score- oriented and competitive. A scoren' 95 r,Cr,,(10141)C1 dS good as 100, Rankirirl in a clas is very intortant in

sour e'_. Students r--ray not 1--re satisfied with a cirddE, and will want to!H rank among the,r peers,

Parent-Teacher Relationships1 Asian parents will likely want to know about their child's rank in

the class. In many Asian countries the future is pretty well determined by howwell the student does in school. -A quick label or lack of understanding on thepart of the teacher can cause great apprehension to both parents andchildren. The teacher will need to explain the American grading system.

2 It is important to explain the reading system to parents, as well asthe grading- system.

Cultural Information

Linguistic factors

indicating good orbad work

Conpetttive spirit

Teacher-parentcommunication

3. It takes a long time for Asian parents to express (prove)themselves: It is hard for them to do. The teacher must specifically seekinfoarat ion from parents. Asian parents do not readily inject themselves intoa discussion.

It is good to send a bilingual note or a note in he child's language Letters to parentshomy to the parent.

8 Content Area --s etion

Negative interrogativesentences

Resource materials

5. It a kindness to send a sample -of an excuse note (or othermessage to the school) to serve as a model.

6. Letters home should be printed very clearly. Letters should bewritten in simple sentences with clear vocabulary. Synonyms (hotlunch/cafeteria) help. Process messages for limited English-speakingparents.

7. Negative interrogative sentences are difficult for limited Englishspeakers to process, ("Don't you want a piece cake?' "Yes, I don't like it.")There are lots of miscues in questions. Parents could give an answer whichmeans. -Yes, I hear you without processing' information.

To assist teachers in dealing with cross-cultural problems, threebrief articles are included. 'Factors That Produce a G"cod Interview" mayassist teachers in eliciting information from Asian students. "A SocialHumanities Framework" provides suggestions for collecting and presentinginformation about the memory culture: The third, "Culture and the Student,"gives additional information about culture and its implications in theeducational process.

udent Assessment

General Assessment Information1 How old 's the student?

How long has the student been in the LI,S. (or anEnglish-speaking environment)?What language is used at home and to what degree?With mother and/or father?How much English is used with peers? (Teacherevaluation)

5. Do parents possess any English skills (listening,speaking, reading, or writing)?

b. Has the child had any English instruction?7 How essential is English testing for the limited EngliSh

proficiency student?Flow much schooling has the student lad?What do you consider when testing a child's Enlanguage proficiency?

B. Classification of Students' English ProficiencyWhen assessing students' English proficiency for content areainstruction capability, consider the following as general guidelines.

1. The four areas of English proficiency are listening,speaking, reading, and writing. Each is a skill area thatdevelops at a different rate.

2. Classification of students to follow guidelines:a. Severely limited English proficiency

may understand very little oral Englishlittle or no speaking ability

may possess some silent reading ability in

English

writing ability extremely restricted

10 Coal n1 sArea lnstruclrc

Limited English proficiencymay understand basic commands and _I y-

ground- English. Limited comprehension ofinsti.uctional.conoepts

speaking ability may be restricted to obtainingnecessities and playground survivalreading at grade level unlikelywriting ability also limited

C. Criteria for English Language Testing1. Test selection

a. Is the test based on a global view of language oron one narrow aspect?

h. Does it test what is necessary to know for theschool program (that is, vocabulary, grammaticalstructures. reading comprehension. writing, oralproduction, or 'auditory discrimination)?

c. Does it reflect the mode of the classroom (oral vs.written)?

d. Is the test appropriate for many levels (beginning,intermediate. or advanced)?

e. Is the test appropriate for the age of the student(elementary. secondary, or adult)?Is the test statistically reliable?

g. Is the test culturally biased?h. Is the test administered to a group or to individuals?

2. Test administrationa. Are the directions cleanb. Is the test realistic in terms of time for admin-

istration and cost? .

What personnel will have to administer the test?Will the students understand the format easily?

e. Is it easy to score and record the results?Can the results be easily interpreted and useful inplacement, . prescription, prediction. andachievement?

ESL Technique and Methodology

Of the four skill areas of a language, listening and reading aru sometimesconsidered passive or receptive skills, while speaking and writing areconsidered active or productive. In teaching and learning, listening abilityprecedes speaking, and reading precedes Writing. The teacher should realizethat second-language learning is a developmental process that can befacilitated by proper sequencing and methodology.

ESL Methodology. In the beginning, focus on content words, the most important being

th se related to the immediate environment including the classroom andschool.

2. Say new vocabulary two or three times, then have the student repeatthem. Use an object, picture. or action to establish meaning. Say the word ina familiar sentence pattern then have the student say the same sentence.

Intonation (stress on syllables) and juncture (pauses in oral language)are additional aspects to consider. Consider the intonation of -You are goingto the store?': as opposed to "You are going to the store,- Each conveys adifferent meaning.

Similarly, with different junctures in oral speech, communication ischanged, i.e.. "I scream" vs. "ice cream."

3. Write the word, then say it while the student listens. Have the.studentread the word. (This assumes the student has minimal decoding skills in

- English, knowledge of phonemes sounds related to Englishgraphemesletters.) Write the word to provide practice for spelling orgeneral reinforcement.

it

Focuscontent words

Intonation and juncture

Decoding skills

1 2 Content Arcu Instrucno

Perspective onpronunciation

4. Simplify grammatical structures, such.--aiS verb tenses. The presenttense and present continuous are usually learned beim., the past and perfectteiises. Similarly, auxiliary verbs and modals (should. could, filLISO are learnedlater and can intertere,with_beginning..communication.

5. Perfect pronunciation is a subordinate r comprehension andcommunication are the primary goals. Tni.i!efo,:.e, emphasize correctpronunciation, but don't demand it. Age is definitely a factor to-consider inthis. The older the student (puberty or later) the more difficult it will be toproduce perfect pronunciation.

6. Compound and complex sentences are difficult to understand.Shorten sentences to facilitate comprehension.

7. Model sentences and word s at a normal speed with normalintonation,

S. Control questions and allow for short controlled responses. Thecomplexity of acceptable responses should increase with the ability of thestudent (i.e., accept "Yes" or "No" as appropriate beginning responses andthen single word answers, then longer respOnses with appropriate contentvocabulary).

9, Vocabulary Study.a. Use visuals to explain definitions when possible.b. Show similar features of already studied vocabulary,

prefixes-suffixes.c. Include correct spelling as an appropriate goal.

. 1 O. Review and reinforce previous vocabulary and lessons. Holdstudents accountable fcir what has been learned in English. °rice learned,correction and evaluation of an error is appropriate.

Specific Strategies in TeachingContent Through ESL Methods

Identify Main Concept and Essential Supporting DetailsSupporting Information:Decide on the general and specific objectives of a lesson. Selectinformation that is essential, write it down in a series of completesentences in an outline form, relying upon charts, maps, graphs, andsymbols to support these objectives. Identify what you want studentsto know when they've finished.

B. Identify Essential VocabularySupporting Information:Determine what words (technical and content) are necessary for

thr; concept .(probably most of :110::,e words appear inthe outline). Identify and pre-explain vocabulary related to visuals.pictures and graphs in texts. Use words students may already knowto expli, new content vocabulary. Select only the words that areessential; too many words may confuse and overburden the student,

1: Identify new conient vocabulary,2. Repeat item a minimum of two times.3. Have student repeat item without seeing word.4. Repeat again from list with student repeating afterwards.5. Have intermediate or advanced, student briefly use

word in appropriate, relevant sentence. if possible.

C. Rewrite Main Idea with Supporting Details in Language(Grammatical and Rhetorical) Consistent with StudentAbilitySupporting Information:This can he accomplished by the following: shorten compound/complex sentences. Change verb tenses to earlier acquired ones (i.e.,

14 Content Area Instruction

past perfect) may be difficult for beginning students). Using theprogressive tense (to be ing) or present may he easier tounderstand. Simplify sentence patterns, minimize the use of clausesand rearrange word order which may be confusing. Eliminateadjectives and adverbs which may only serve to intensify or descrioebut do not greatly affect meaning.

D. Plan Non-verbal Strategies for Understanding the ConceptSupporting Information:Again, visuals must play an essential part in the lesson. Symbol usagein mathematical addition or subtraction or experiments in science canserve to facilitate understanding of concept and vocabulary.

Plan How and When to Teach Language of ConceptSupporting Information:Knowing objectives of the lesson beforehand obviously facilitatesthis Plan time before class or during toe first few minutes of class forthe introduction of the lesson to the limited English proficiencystudent. Or, periodically inform the ESL specialist about the weeklyobjectives and vocabulary essential to the content area course. Pre-teaching will facilitate comprehension during the -classroom pre-servation of the lesson.

F. Provide Content Area Reading StrategiesSupporting Information:1. Introduce skimming techniques that familiarize the

student with the format of the book. This includes thefunction of the Table of Contents, Index, location ofcharts, graphs, and maps. The student should also bedirected to read the introduction. Subtitles, and con-clusions of chapters to assist prediction and otherreading comprehension skills.

2. Introduce student to the SO:3h method. This includesa. S .skimmingstudent skims reading passageb. 0 questioningthe student formulates ques-

tions anticipating the content of the: readingc. R readingstudent reads to look for answer to

anticipated contentd. R recitingteacher asks questions of the class or

student then the student reads the answers asthey are located

e. R reviewingstudents review with the teacherto find answers to the original questions.

Specific les 1 5

Plan Evaluation of AchievementSupporting Information:In order to evaluate the LEP student effectively, certain adjustments inme tr,Aditional grading policies are recommended.

1. Evaluate thespecthc skill taught.2. Allow for nonverbal demonstration for evaluation

purposes. Don't test language in content areas, i.e., ingeography or science have student point to the items,identify, or locate in place of reading and writing exams.In math area. minimize work comprehension problemsto teach general operational skills (fractions, decimals,percents, addition, subtraction, multiplication, division).Utilize pew tutor and/or group projects from time totime for projects which will allow alternative evaluationprocedures.

Eliminate sections, of tests which may be difficult, i.e.,essay questions where lack of comprehension of onewou_I can change the entire meaning.Prepare test that reflects the new vocabulary taught

till in). Synthesizing or transferring concepts tosituations may he difficult. In the -beginni.vg of

evaluations, rely upon examples given during thection of concept and objectives.

InstCricf of giving traditional AF grades, allow for Pass-No Pass option.

16

Alternatives to the Textbook forLimited English Speakers

In an increasing number of classrooms today there are many Indochinesestudents who have been in the American school system long enough tobecome somewhat proficient in oral English. Nevertheless, their ability to

Problems warn textbooks handle written material is still marginal. Ideally. multicultural schools shouldhave available materials in each content area in the language of every studentin the school. Obviously. this ideal is not achievable at this time. Even so,teachers should be aware of the burden placed on the limited English ,speakerin handling textbooks. Students ability to handle the language skills oflistening and speaking usually are greater than their ability to handle readingand writing.

Though teachers depend on their textbooks and often feelincapable of teaching without one. it is clear that overdependence on thetextbook (or even supplementary printed material) is an additional burden tothe limited English speaker. The teacher should realize that there are otherteaching strategies, which include instructional materials, that can be

Discovering alternatives employed. The teacher might ask the following questions about alternativesto the textbook for limited English speakers:

What alternatives to written materials could be used? Pictures? Whattype? A story or analogy? Discussion? Role play?What alternative material, if any, would you develop? Taperecordings? Visuals? Labels and captions to pictures?How could the details of the concept be sequenced for he mosteffective presentation to the learner outside of the text?What visuals could be extracted from the textbook to relate andfurther develop the concept taught?What vocabulary can also be taught that is related, the conceptwithout the task of learning from a textbook?How can the language used in an explanation be simplified using newvocabulary to a minimum, limiting sentence length. and asking thestudent check-up questions to see if he or she understands?

-Coordination with ESLand Content Area Teachers

The content area teacher should give objectives or anticipatedassignments to be covered to the ESL teacher prior to the teaching ofthe lesson fa few days if possible). The essential vocabularywould bea part of this.

Periodic, formal or informal communication about the LEP student'sperformance must occur regularly with the content area teacher andthe ESL teacher in order to deal with the problems that may arise andgive assistance.

The ESL teacher should suggest ways to assist the LEP student incontent classes, Among these are ways to limit language usage andincrease the usage of visuals. Also, minimize toe use of lecture andlarge group instruction with limited English proficiency students. Usesmall group instruction, peer project's, and tutors more frequently toassist instruction and provide additional, helpful classroom activities.

4. Evaluation should not be based On language proficiency alone.Identifying, locating, and performing operations or experiments areadditional ways of demonstrating comprehension of the concept.

5 Evaluation should be 'a joint venture. The content area and ESLteachers should consider themselves part of a team working towardthe same goalthat of facilitating instruction if the limited Englishproficiency student and increasing comprehension and participationof the 'LEP student,

Having an ESL specialist on the staff may be the ideal situation, If thisis not possible, a teacher with some training in linguistics,anthropology, language development, second language method-ology, or language testing can help to better serve the LEP students.

23

17

'Sharing the lesson plan

Assessing performance

Using ESL methods

Evaluating comprehension

Joint evaluation

18

Reducing culturalinterference

Gathering informationabout the culture

Working with aresource person

Planning Content Area LessonsCulture plays an important part in instruction. The earlier section describedcategories of cultural features and specific traits that shotild be understood byteachers. The present section deals with aspects of content area lessons inwhich sound cultural information is a ley to successful teaching of the lesson.

Preparing a lesson that has a minimum of cultural interferencerequires understanding, perception, and flexibility. Students respond to anylesson on the basis of past learning or past experiences: they have noalternative to using what they know as a basis for what they are to lear. Sincein a multicultural classroom, a number of bkkgrounds must be considered,teachers must have a way of predicting what cultural variable must beconsidered.

There are three ways a teacher can plan for reducing culturalinterference in planning lessons.

The teacher should get as much information as pcissibleabout the culture of each student in the class. When thefirst Vietnamese child joins the class, the teacher shouldbegin gathering information about Vietnamese culture.The National Indochinese Clearinghouse has publishedexcellent materials about each of the Indochinesegroups.

2. The teacher can work with an Indochinese resourceperson (teacher, teacher aide, parent._ communitymember, etc.), asking how specific academic contentcan .best be presented to the Indochinese student. Atfirst, this process appears to take an inordinate amountof time. As the teacher learns more about each culture,however, the process goes faster and visits with thecultural resource person need to take place lessfrequently. This process of testing lesson plans again,-cultural information needs to take place until theteacher gets a good feel for the culture. Conferenceswith cultural resource persons should take place beforethe lesson is taught. When a lesson fails and cultural

24

Planning Content Area Lessons 1 9

inter ferei ears to b0 the roil Contact thrresource person to discover the conflict. Then re-organize the lesson according to the suggestions fithe resource person.The teacher should carefully watch student reactionduring the lesson for possible signs of misunder-standing, frustration, or lack of communication. A goodlesson will be open-ended enough that adjust-mentscan be made before an Indochinese student withdrawsfrom the learning act or fails. The more the student isencouraged to participate in the lesson: the more theteacher can evaluate reactions. The wise teacher willmake a practice of recording in some fashion culturalinformation which can be referred to later. Such

\ nformation can be recorded in a special log of culturalAormation.

Process for using Asian resource persons inpreparing lessons

Teacher selects lesson. to be taught.2. Teacher identifies, from his or her existing information,

problems (language. culture, learning) student mayhave.

3 Teacher identifies teaching strategy most likely toproduce a good lesson.

4. Asian resource person identifies words/concepts thatmight pose a problem for the Asian student.

5. The teacher and the resource person together discusshow the problem can be resolved. Lesson is adaptedfor learning needs of Asian students. Adaptation shouldalso include the best explanation for why the conceptshould be learned.

6. In presenting the lesson, the teacher should watch theAsian student to see if an appropriate adaptation wasmade. Signs of frustration and puzzled looks arersignalsthe lesson has not been effective.

7, If the -first cross-cultural approach doesn't work,another adaptation should be tried.

It should be understood that the most caring and best informedteacher will make mistakes that relate to cultural variables. There ts no way a

Watching for signs ofnot understanding

20 Content Area Instruction

teacher can learn enough about (, or four different cultures to preventmistakes

The teacher who approaches the Asian student with an openmind, seeking information that leads to good decisions, a desire to adaptinstructions to meet the needs of the student, and a willingness to admit amistake and do better next time is a teacher who will be forgiven and helped.Thisteacher''is virtually incapable of making the devastating kinds of mistakesmade by less flexible teachers.

The philosophy of this entire publication is that it is better to makeles i 'for students than to make the student fit for the lessons.

APPENDIX

Definition and Description of English Proficiency Levels

Dc!hrhttur nos j-, 81, and B2 Stuck' its

111,An rnntish Old htliC Of 110 I y:roquIr(-?.:=; rote live ndirilril in English and rritenSive support in regular curriculuni.

ATEC;OR'T

Sneaks mostly the native language and has limited proficiency in English: requires intensive,;; English: is of to participate successfully within the regular curriculum only in

those courses haying minimal verbalization and little or no reading or writing.

CATEGORY R2

Speaks mostly the language other than English and has a fairly good level of Englishproficiency: requires less intensive training in English: is able to participate successfully,,,vithin the regular curriculum when provided support in the content areas requiring readingand ,,,v'ntinci

Description of Category A Students

Listening Comprehension

SpeakingGrammar and Word Order

Vocabulary

Pronunciation

Fluency

Usually requires repetition using simple. short,familiar utterances.

Are limited to patterned expressions with almost noproductive control of syntax: often convey incorrectinformation: may show experimentation with basicpatterns and certain generalizations.Is adequate only for survival, basic courtesy needs.simple conversation. and classroom routines.May exhibit a noticeable accent (vowels, consonants.stress and intonation) and words or sentences mustoften he repeated: must be further developed for non-transferable sounds. Pronunciation should not be a

factor in determining English proficiency levelskeeping in mind that pronunciation often dependsupon the age the English language training begins.Show unevenness of delivery and inappropriatenessin length of utterance (except for memorized ex-pressions).

21

22 Appendices

Reading Ht.'00! 011,!(1 ()I! Of 1(..-!=t0=00t2

C0I3 '1.1iRti 1,11)(ILIJ(1H 1k soinetline.s

Writing Reduirs d .--;1111110 (.10ze procedure oi =mint: otheistandard guided composition with suppliedpunciii,ition, will 5h0 ittle experimentation it

rid/ irlipWv0 NI the point of generatingcompipte. simple sentences.

Description of Category B1 Students

Listening Comprehension

SpeakingGrammar and Ward Order

Vocabulary

PronunciationFluency

Reading

Writing

Ideg.hite foi tindetailedriti LriCilcth ti_itU

11)(1 !LI generCll . illustrates, an under-J., non-technical speech but SOMetillieS

dl lull revvordlial ofLiitUrdr1Ce.

imvs f;:nr control of basic pjttem].3. lawsdvor(idficc:, of constructions w'ffich require moreIdnguago control: begins overgeneralization process.Ii- ,IldeqUali ? ft:ft social conversations but requiresdi,\elopinwit of content area vocabulary for

paiticipntion the wciuldr kchuoi

Is r_indersiandable. but ni4--iy have noticeable accent.Shows mess and length slightly limited byUnguage difficulties. Is hindered by re,stateryient,repetition in-K1 hesitation which may detract frommessages,

Improves in comprehension, allowing for someindependence in preparation of classroom asSign-meilts in English: performance is inadequate

. in mostcases, ill content area

Requires more complex sentence structures: is

burdened by introduction of many irregular wordforms,

Description of Category B2 Students

Listening Comprehension

SpeakingGrammar and Word Order

Vocabulary

Pronunciation

Fluency

Reading

Writing

En±rlrsh Frolics ni y Levels 23

tj.00t 0,1t0,, 1-r.; unci

lei,.pfloi (,

,311[ -I I11(7--,1 I 1)7r.-SA0.7?11 nsltltt-I_tlttlr`li )77j1,

10.V, 1 i.cuitlrll if1 010st !-,y1 H.

usuolk, convey M0,11110(1 (1Gculdiulv In

tri,dsonably commie\ sentenc inclortF?s errors which1i01 (..0011Mil ,10110y

mei.s: may include some idiomatic constructions.Is adequate for par ticipatioil in general conversationsand classroom discussions: may still require furtherdevelopment in content clued.ivlay be more understandable, but may havenoticeable accent.Shows delivery and sentence length more native like;may be hindered by patterns appearing duringtimes of stress or difficulty.

Is not necessarily done at grade level, improve-ment may not appear significant t due to complexity ofcontent area material,

Requires complex sentence patterns; shows noavoidance of difficult grammatical structures: showsexperimentation with idioms and other peculiarities ofthe English language.

24

FACTORS WHICH PRODUCE A GOOD INTERVIEW

ht 1,111',1 the tii.tcrler -,.te=:.t .1r contt,h-qicti Jbft H11HH othrt-ir stmitqits Ore :-,otf,'ritt

Ot t-tr stuctonts Ill1 Ift.tchet ,fround Sui.}11 titItA .,11;',-)rt ,f, tit(' 11,11i [-)r on the r......3111prislit HtC;Jl pri,ife nt fict? of study cf_tritor.

(fiAring tt jLju COrlft'r,' Ptql,41.tilt 11 -,-;0C101

111 !hi .1 udent 'Ws (ii tied 011 qiirment or iik,rrin ftwro rne to begin

Recoh. inn the intorrn.n ion - dt:trttriding mr he Inode ol Inloiludiron0, It 0":,,',

TH"..)1L'i_;01(1:-;110did tit) IH,ILIO 0I H Mlle. Loterto thr trio. ike notes to ,i00 to student folders.0, if purnol--,,

F h,ti out 'Att,tt student is interested in or whet ho would Ike to rio, ttsticneffinlet; tiunluip COtiterellCe,

77 7 titiout utitiHil S til0ACII0011(1 0 0 strengths. nt-.) recordr11,1(..4e !Imo, trot lull mid Liccurite notes rni-Rie liter

r-....00rci r StuinrOt (-)1 students lanctudge, thinking strOINIOS intOntlitItiOn.h cori.. .1 etr re\ ,Wittrhoorti(lnpe rocorgog or video tape) should no made

1)-)ne net: tO! hr --,funenrt--; hies:

H. S, 1,!''Hr O i'100(1 rnfnnritrtniC

(-)

`, C

yonii.Ti Sin t.".,7'thing 'y'Ott ,%-eruitt 1 .'

horttivomhe' Whys'liitti.. ho iii rho,

Loinrs.'' tf_foi itoH cornfortible n. viwtt uncoruf()rtaffif-t:'

omit ;ITH firticirl 111050 'ilt.:.`11)!Ln to ttros e around you?Ci pluitik at.rund you! Vino!. Ihmqs mire 'dos)

1VVILU thmils do you do together :7'1Cr ire ,ino!it your house Probe Or reSpontsriArties pi DOC"h ud

orsrnout it It C buckgrourid.,U HoC V1.1n.ft of things did you do in each place?

Clout ,,f,0 n iL nHH ORM' fdrnily dO?

ij VV10.1 do you do on that cloy?c? lead? Make yOLI happy? Make you feel secure?

tot ol din on WWI kind of -euaratrons mill this

.; . V'',/hdr (turn/her so Stt-trtitij.'

* hmol

* \AP I Li

it q;ki* it:)(

L").1

better.'

if-4.)st It

Fdcrws Which Pfoduce Good lo _ 25

f Li 111u I d u

17-...ritif needs

portorm,in-- ionalThe nuirosp of this is to [nuke recoil elf n rattler ti i noranco

and j1))11)11111,111L)1", .,.1,11iL:11 01), tL11(10irLa-q:1, can Llt< liide tothe teacher 61-11flli c1I0L11) of neer. or in t. Hass Lk:vending on the roture ofthe performance. the C(-.4-consciousik-,iss of the student lilri ho importaiKA:r of tl.w:t

i Ii HOrh Gill.

* Show some tangible object aril tell how it was made.* Read this part or this whole composition to the class.* Col % ince the group that sometrund shouici bp done. paihLul 11, that

should hire your or promote you.Explain the technology of a given vocational skill piece of equipment en- izingunderstanding of the process and required vocabulary.

* Explain how you can use some information from one of the academic subjects invocational training.

* Explain or demonstrate some bit (story, craft, tool, song, etc.) and its importance tothe group which produced it.Demonstration of any individual or group project or woblem-solving event.

Notes for the interviewer:a. Be as supportive as you can to the student being interviewed. Give positive, interested

reactions (vocal, sub-vocal, kinesic) as often as possible.b. Concentrate on getting the student to talk be eliciting information he probably has.

Initially untrained interviewers want to talk too much: practice and listen critically torecorded interviews to change that.

c. Never correct or ridicule the student during an interview. Save that for later. Live in thestudent's world during the interview trying to share his experiences rather than judgethem. Play his role if you can. Though interviews may provide the basis for goodcounseling, it is not the time tn counsel.

d. Set an atmosphere of being genuinely interested in what the student can tell you bothduring the interview and in class all year long. Promote the idea that good teachers wantto know what is important to their students and will provide time to hear each studentout.

e. Prevent outside interruptions from disturbing the interview. This should he the time thestudent is assured of the teacher's undivided attention.

6 sDpoildices

;L: !fr):M Hi It i

IH.101.1 !II the = lOLl toH.,e

I l fct !-2,ohl,:thirio IS I IIuilpt, C1 is AelH)us. le,1c1 11111 Oly

to be to, , petsor,j1 ',di co; utoit. iii 00 Jr I 10 ci leSS per1,1)11,1117 tile -;tud,-f it H C tIll her\oll:,. LIIII1111(1(101,i HI If 10 S [ill) hervous to ho prochICTIVO,

dodin Infer.Lot tori IAiLliever st,mdmd (.)1 vuriety of nnqudge tie foefs appropfkile for theocc.-A01on \\Ithout coitockorL You 0111 todch flIto Ilternotive forms ,rit n Idter

c; Go flu 1' Ole It 5 or tigtie t hIlt H si pdttt=rhs (Atfy of put' ; Iringudcle ;,-)mdiS toiltiqii00 if the rhetoric iS dfffetent 111111 ,lhything yiui Hive IIolrrE mdke dyecordam n 1 for liter study. Expert-53 n thetohc. portfrularly rheton( fl innonty group

in ht.h Ask quest! on filch r)f(-)duc,? rhore thin I Iov,? V+,/hy? and What?

t,,(101. Vtio FtLL V1ZinIV? When?USLIA/ i tilt StIdItI(lIOSH I:1(1)11(1III1terpel',-;011,ii

VOLli Litspocal. If you needtherm Thofe int151 he the plohnbil,ty of good 1..\I- '-CV

cornmunft:ition hok% oen tedcheis triti student.

f CC. on rIror H osult.:-; be used?u. To o.41dOlish Fill r 11-hoe(Ifi fl000rf student:3:b. To r1101 H\_ItIon,11 strategies ,:ire riot ust.:?ful lii it iftllCulCr sludehi .

To tinIn ;titormulron ;1110tif cfhihtles nod Intere.sts on vhich Odse future lostructionJ1

EU 1E - HI ('Hr tillto :itudtqll your 11510 IflT ,1;tofthitAy de,,fc os to he us,(1 in class.

FR [0 knoy, thorn to mdk(..'

27

SOCIAL HUMANITIES FRAMEWORK

(1![nn:::icirl (Y f

[ ftlit'"f tl fe Sif

L ,

POilHor-,:'

..1,,s

DinceDrama

m. «i tort; sec(Language

Memory cul reaArchitectureTechnologyGames

Social institutions and regulationsAll of the above are interdisciplinary by nature.

LI111 ::ftf f;1;

tii

ti t .1f (-)

Cons der the fact that most humans r- more interested in learning about themselves thanmost things in life, the suggestion here is that students can learn a lot of science, mathematics,social studies, English, and acquire information about vocations by examing aspects of their ownculture, the culture of their neighborhood or community the culture of their generation. From thisbase, students can reach out toward an understanding of the cultures of other groups and otherages. The first principle of becoming multi-cultural in attitude is to acquire an awareness thatevery individual shares cultural patterns with other individuals. The best way to understand anindividual from another culture is to understand those patterns of behavior which make himfunction as he does.

The process involved in the Social Humanities framework isDetermine what is to be collected, what folklore is to he studied.Decide on a means of recording the data: interview, photography, audio- apes, etc. Themethod of collection should provide an accurate record __)f the folklore.Having gathered data, classify it by patterns. Decide what the patterns mean, the patternsbeing more important than the components.Compare the patterns from one cultural group with those gathered from another group.Or compare two expressive dimensions from the same cultural group to establishsignificant relationships.In group discussion or individual study, determine what the patterns mean in terms ofculture,Find a way of preserving a record of the data, a 'Nay of sharing findings with other people.

28 Apperzthces

BR:;_q!terin,0 A oro[nl ii Tnis Councd of TedcIwH Eng!,:h;)uhssu. thtk 1 7(i RicentennIcfl, o record (--)f To-uis folklore

ootnurod ii. 7uool students in Inc Suite of Ttr-kds. Literary rhogo:!Inos, uccd.stcrhk1

S prusentJtons oroquims, of Oh sort, dispinys. tr iii d number ofschot,--)Is de,k1 itt the Soo dl Hurudnities, concet)t,

eCAO;SO' r urn,' nioic CV,AE dc-Jdernic around tho shoo to cm:kw-Ho:Ito in thisorcvc- kir oil? tout! !Horn-1,010n, JO ,!ik1iu',S 0 idTiTuut 3 HP:JHO.:-411 (0, (Pt soulue of FiHirAnti, to:

Mrs N,1itvLduc,ition

T1L SttO Unr,,qsityLorrimei co.

Sorh,kJreds ol I itittuoni CVAF do,kiernlc te,Achers may 'vant to invostioate-,Alth thouIre:

rvL-)t_jWill-0. CurOSitlitudt-.'S CJI)Oul vdut irouluces good he,AltliStories, pdrlicukirly from older 1)101IlberS of the COMIMInIty50r1W--;

Recipes

SeAknu, embroidery, quIltingCrdtts

Mech,kruCs ,And Incnnoloov: trdpbing, nient curing, nurse leather, lumber, ct-Hry,etc.RecoW , dUCCMHIS

:ATrdpi-moks

Histot,cd!

And ,..omusiVpty

.%kkr,.fs or e.,press:onsIf tor. r)onsohnl, pet HdrneS. Street, tOVVM,S CAC.

iii tfic l';1011111-0 us ui hue iact. that CVAE teachers .o.iho are committed to learning asmuc~,11,-is,;k0,,-,sib;e.Thout the stuciotits tnev toilch sounchk?st mewls possible for doing so,As, students tull cthouf th,--21r culture, teachers gain the Informnhon -noce.$saky forundikrsr,:mnirio Ii (ii., dtiktiJde$, dnc.f beliefs can be built upon for educational

29

CULTURAL TOPICS FOR DISCUSSION

,I1S and lilerttlllcaticiriGruerinds, lea\ kinT,, intro ons

ill Identifwation of s-lfeI Address dnd due

Thr-? inlmediate class:00m-d Names and ocrwon of ll lrt. cli ti o r-

bI Names Of instructional tennislociltificatic_fil ricrivin etc. )

fi Tho pi-out-am .v,--frt areas, iiCtivitiOs 31)(1 catlte) Cornmon class

The schoola) Location of rooms and )laces in thehi People in the buildIng functions, special services)c) Rules and regulations (fire drills, time of arrival, use of stairs)d) School activities such as club programs, general organization, assembly

newspapers, magazine

The familya) Membersb) Relationships and agesc) The home

1) Rooms and their uses2) Furnishings3) Cleanliness (how, who)4) Safety

d) Occupations of various memberse) Meals (table setting, formulas)f) Daily health routinesg) Clothing (including seasonal changes necessary)h) Recreational activities

The immediate community of he school and homea) Homesb) Non-residential buildings (offices, movies, library, etc.)c) Transportation facilities (directions, tickets)d) Communication facilities (telephone, mail, newspaper, firehouse) movies, theaters,

outdoor cpfes)h) Educational opportunities (for parents as well)i) Places of worship1) Formulas used in telephoningk) Current events

30 App,)fgilLef,

it

fin

1i,s101 !Is nnt,11 5011(.1!,, 1115'0.111:1--

,.150 itt 15r11,11-1

171. 1[11!, itit 1111(.1 ri qw,.11t.,r iiiit beedusf; rf its ono0r1,oico ICrstud0nts.)

if 17i1oci..W

1) di tdciiitie-Tik)(1(id.:s.:---);--,, special redtures. k-»,-,))11, or qudliftedtiOn-s for dcinirssion)2f Soci,j1 to. ions InorR) locit,ther. ',,,vorking together, dri0 oLiving toqethr itFt others ri

11R- SCI1001 C011:1I111111,11/

! f t 1,_,-11 11. (.\11

1)))

gift-, ,d:sitirs1.

tsrtC iltilil. n1c)rni,-11,

( - tolophr)r-; !,I - ii f1'2, rlIp(1)II,it1(1.. ()l .11Ill,11

of II1dt 11(11_21;

,r1 1! I!(1rioy =

(, l r' = ,1,4.-11,j1--er;1 t),=c,iir1(1, cfocAlt t)()ri(r,:,, is

,L11,;r,git niturlticirin

LI.L(JH1,111..I':

11 (Jr irormow»d for of rosen study (collc)rie dud university Orient:11101)Hyd.iii,rrden;:-; Tor ,1;10-1,.,s,on 10 institutions of hirp-ier ledrning (physicol. educrttiondl,01110)

3). 5cl-101dr-ships41 1 tic( for sTiecial;',-,c1 rSrunrS

if /Adult

6) Lihrurv. moseurn. dud otner tontines

31

,t),),),;,1)

ICH (1:f

(1) i :f I

!") Art-, cr,l)t),. = soc ) ,

%h.Par spnfts the commuucp, Or CO utinint )f 1,d0r)(2)) CHL'

of Moral and spiritual values:1) Prtndtples 01 human dignay2) Individual rights and responsibtlitles3) Places of worship addresses. dermmination5;, special language services(if these

exist)

9. Miscellaneousa) Expressions of timeb) Days of the weekof Months of the yeard) Weather and safetyof Seasonst) Weights, sizes, measurements, moneyq) Formulas of courtesy, agreement. disagreermi3nt. regret. suronse. Qxcliernem.p1oiro,

etc.

The Foreign Language Learner Mt chc ,01(1LtcHtil

32

CULTURE AND THE STUDENT

Recently tfte loth_ r o this is ,,valking through a large. metropolitan airport to catGli anJib) lane At sorne ;A :mince she saw cf woman some 40 to 45 years old. about 5'3 tall. \..veighingabout 11 5 pounds. ni Hack dress which \Aas simply cut and corning just below the knees.The only troy\ on the dress was a simple yvnito collar. Around the woman's neck was a long goldchain holdino a uoio (-loss winch was about 3" long. The color of the woman s hair the authorcould not deter mile becduse it was hidden by a black veil held in place by a strip of starched whiteHen:

Though the author 1:j--; traveler and knows the drinoer of sr Jig to straI r it S she nodded the bi- --cL:Ad woman come fl(?.irer and said. -Good evening, S ,ter

If vou sable experiences to thothose of the author, you know who she thougnt shesaw Whr) 'Nils 0? \Alhal e,:de5ce do you hu,-, confirm your anser-: Very hkely most ofyou agreed with the author's assumption that the black dress and veil was the habit of a nun. Wecan possibly agree on some other Matters relative to the situation, such as the author calling herby the name "Sister' iyd the author speaking to this absolute stranger in the first -_mlace.

Though the approaching woman was not a sibling of the author the term -Sister- was used,reflecting the assumption that she was indeed a member of a religious order and was entitled tothe term of respect and identity even from a stranger. Though unaccustomed to speaking tostrangers in a large city, the author felt both safe speaking to this one and even rather obligated todo so, again out of respect. Such a salutation _wt,, not a social re,quirement, it seemed to theauthor to be an appropriate and even friendly thing to do.

Let's analyze for a bit the implications of the incident. In recent years the wearing of a nun's habit05 I.)i=?;11 the u;Thon le nun. Many members of such religious orders perform some or all of

their profe.ssionai functions in the clothing of non clerical personnel. We can assume, then, thatthis particular ,,vornan 'was will to he recognized as a nun: Her nod and smile with which sheackno;,iedged thQ TAX/1:S greeting confirmed to some degree the appropriateness of the

The lady ,vas performing her role in the world and the author responded to that role. TheOne' mnter ,,,.as successful interpersonal commuhication because both parties knew what to

: The dress of the lady .as sufficient for the author to recognize the role being played and also--onclition her own behaviOr to make appropriate response.

the author diked on toward her plane, a thought occurred to her. -What if I had read in thisrnObvnq's newspaper that a dangerous criminal was loose in the city and citizens should he ontheir guard. What if the newspaper account had said that the criminal was a woman between 40;Ind 45 ,,,,!ars old. 5.3" tall, ,,:.4ighing '115 pounds and headed foi- the airport wearing the dlguisoof a nun.- Would the author have made the same quick assumption about the identity of thewoman? Wouki she have been so quicr, and friendly in her salutation? It is doubtful.

Culture and the Student 33

Vor answerin lhat descrirwo i Ir,i ' been nun. brit such arenAspaper account would have ri uthor vvould exercised-)C1 erlOugh questions lira I

her rtierodatie ul electing/7W ia'reak: She also might tut. pec( ; her to take her as farfrom the woman as possible, Again. the author's benti,iiior would have been conditioned =thistime by ,Idditional Information. i.'.Inch vvoirlO brie disrupted her first inclulahon to sfeak

dolly [WO sent her into a kind of nervous fight from potential danger,

principle goal elf Ibis rn ,xerL roprtfrtr r,s try asEasr reac tnaiat ate jarkynerabout sic: dents and responding to these Jinn front in the mos trailtlerhl OFLItiq 10 00 this. teachers. mast know a great deal about ther members of a specific--uiturai group ;;nd much nbnnt students. some being meant-.4-N-s ;amet group and otherSiAno are rot

Cuiture tray been defined as all tllcls ways a given group of people hE: f lured to manage theirenvironment, A child drown(' un in a given group learns the ,'dal; of thlt group by trying outcertain behaviors and adjusting them so that they get right responses from other members of thegroup, The child watches the behavior of others and patterns his own after ilat he sees. Cultureis composed of all those little things people do every day..and are taken for granted by membersof the group, which make contacts with others meaningful, smooth, and successful. When anindividual behaves in a way not understood by other members of the group, an interruption iscreated and both the individual and the group may be at a disadvantage until the interruption isover. Let's look at an example of such an interruption, The author grew up in a community andfamily where considerable importance was placed on friendly greetings. particularly a good, firmhandshake. When one extended the hand of friendship to sorneone, it was meant to be takenquite seriously. During a two-year stay in Germany, the author was astounded to discover that theGerman handshake was so vigorous, it resulted in a real concern for the hand and arm being shakeGerman handshake was so vigorous, it resulted in a real concern for the hand and arm beingshaken. If she were to be a part of the group in Germany, the author would have to modify her ownhandshake to conform to the new rules. Later, during another tour of duty in South America, shediscovered that the handshake among even casual acquaintances was supposed to be a ratherlimp touching of hands which was followed by an abrazo, the hugging of the other personaccompanied by much patting of backs. The author was'accustomed to hugging as a show ofconsiderable affection within the family circle, but had never extended such behavior outside thevery close group. It took some adjustment both physically and psychologically to be able torespond to the new type of greeting.

As schools have become more multi-cultural in the last few years of urbanization, teachers areobserving students working out new forms of behavior to demonstrate their oneness with thegroup. More Anglo students are adopting the abrazo, the embrace, which they have observedtheir Chicano peers practice. It is not unusual to see on tetavision and other mass media menhugging each other in congratulation or greeting, a behavior ;aich would have been unthinkablefor men a few years ago.

34

.\1.!;11',1, 1.1 ; ,, ,- .

.111 ;111. I P.111,111. t1.;11,k11-,H11,'

; ;

,1 ;1 11;;1; 1; 1 )1 HI ", ' t ) t r it !! 1 I! ;

,, j ;!!, !I!!!!lp .1! NH! ;r1 !.. C.

; ,;1{1t11,1 . 1111j nr,;(.[iLt- 1'11,1 1111:1. t

kirorro rriont (mit(); ...krik.1;korN :Jim!!!Hliff*Hm! !mfmr,f, n m! Ulf! imrmfm,Imi fliflurf

,iff! f,tfd !', I 11,f! limilmfmmt H kkkriorkty Orotitt-; ir ottkr,;:-tirko kink;

1)tqh=15,1(!! t(!) 01,i1-!)!

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p1)1)1 rf r-,;)i)!)-.!P i'MS1. Mt!)11-' 111...fffly, the ffffItidf.f!mi

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,ur r'r; rr.-4)Lirt;;Iiitri tr:)r n r(:,;(1t.IPSI to Chang() ON OrThrivrr)r-. -)!!!.-H-r,f; (if.)^'J.-0!Mt . IT r TrMhrIc. fro Or;orr-N tr) rirmbr hi (r,A.,n Worth.

4culture an the Student 35

There is no doubt that public schools are in the business of training students in the kinds of skillsand behaviors and attitudes will help them later on to participate fully in society. To lack theskills of )such participation is to be alienated from the group. The point is that training students tofir:pi-form the behaviors of another group or social class requires on the part of the teacher greatunderstanding of the concept of culture, the nature of the behavior to be learned. It also requireshumane, kind, and sound explanations to the student ol why Such a change is necessary. Suchuxplantftions should head off the student's assumption that something is fundamentally wrong

hall and focus attention on something new to be learned because there is some good reasonknow it.

Students and teachers alike would do well to keep four things in mind when students are addinghew behaviors and attitudes to those already learned. First, when an individual has learned allthose behaviors which make up his culture, he has learned those things which are provedj.,i_iceessful in his own group. However different the student's behavior may be from the teachers, itdOes functidn for the student. Second, once a behavior has been well learned (or internalized), it isin the system for good. The teacher need not hope to eradicate aspects of culture. The best he canhope for is to add new forms of behavior which are more appropriate to new situations the students facing. Third, new behavior is difficult to learn. It must be built on to whatever is now practiced

and must be repeated over and over in appropriate contexts until it is part of the learner. Just telliand must be repeated over and over in appropriate contexts until it is part of the learner. Justtelling a student to do something different, even telling him repeatedly, will not accomplish thetask. Fourth, the good, sound reason for mastering a new behavior must be very clear to thestudent. Humans resist strongly learning something for which they see no reason.

At this point, we might reflect on why the Coordinated Vocational Academic Education programhas IQ this point been so successful all over Texas. The program is designed to teach students avocational skill, something they can use to support themselves and get out of life what they want.When academic subjects such as English, mathematics, science, and social studies are geared tosupport vocational training, which is already of prime importance to the student, then all ofeducation becomes important. This means that teachers need to make every possible effort tomake every lesson, every request to the student to learn or modify his behavior, as meaningful asPossible,

-Anthropologists, psychologists, and others who study human behavior as a profession tell us thatall humans, if they.have survived more than six years of living, have developed a culture or, morecorrectly, have learned the patterns of behavior by which they can manage their environment. Theorganism which cannot manage its environment simply cannot live. What this means is that theteacher can count on every student at the secondary level having a culture.

Every student has, then, the cultural equipment to live in his own group. More important, he hasthe ability to learn a culture which means that he can learn additional behaviors and attitudeswhich can serve him well. Let's get down to specifics. Every secondary student a teacher is likelyto encounter, unless he is significantly lacking in physical, psychological, or emotional structure.has developed all the following:

36 Appontirces

2nl of communication, a language" In Texas the langili _r may be English, some varietyor dialect of English, 'Spanish, some variety or dialect of Spanish, French, German,Czechoslovakian. Chinese, Arithic, or any other of the do2ens of languages spoken by.Texascitizens.- The student knows howto hear and speak the language of the group he grew up in.The htiri kir I 01 gdfliSM --;t-11)S to have a biological proclivity for nt,,!:_qering the oral code of thelanguage of his group before he is five years old..He Mayor ntr5lr nc be able to read and writein his native l,:inquage, depending on whether he was taught the skills. He may talk a great

-tor very little, but he does have a language system with which to communicate withspodkii1c7 MO same language, II he is old enough to be in secondary :school the

teacher can count on the fact that the student will not be successful in learning the languageof the 'classroom (standard English in roost cases) merely by sitting in the classroom -andlistening to other- 4 speak. Past the age of six, humans need special instruction in learning a

second langudgft

A system olouthority and respect, Children learn very early who is to be recognized as being incontrol and how others in the group follow and show respect to this authority. Lines ofauthority Mier in various cultures. In some groups, the tallier is the real authority in the familywhile in other groups the rnother is in control. In sortie groups the authority of the churchcarries more weight than others. The view of the amount of authority an organizedgoveninlent shbuld manilest, over the individual differs. In some cultures a teacher'sauthority is flOver to hr questioned while in others it seems always to be challenged. As an

example, a teacher for the Bureau of Indian Affairs was greatly offended when one of hersmall Indian stur lents called her -Grandmother-. What the teacher did not understand wasthat this was the child's ,,.ay of showing profound respect. In Mexico to refer to another'selders as /os vreios (the old ones) is to incur great antagonism if not outright -belligerence. Onthri other haul where thr,,, same language i spoken, to call another's parents,ievtinhabirt ins woos to be insulting. For teachers in multicultural classrooms, it is well to

;t,riato of authority arc_ and respect to authority is shown beforeionr.ii writ rif the student's tur-..-ument it Hit! teacher.

noun (if oble nrr nv well control the intortnorril, mples rot this is of great importaner3 to CVAE

red ihi f rst quarto of tills century and college educationii fir" mo,:t -credeniroi an individual could have. College

aneed degrees holdb_y.an extremely small percentage ofion. A colHge dogr-r e. because of its rarity ,.vas good insurance for getting the

be -A p-)t)::,% iti 11)e market. pkinng the,1940's until the present, America's economy has rnadethe gLiin ;net iif d college denme a reality fona' large percentage of the population. Schoolshave oldie ed through th. curuculurn and asiyrations for their charges that the only goodif i". is to he .1t eduCaton. Parents In income brackets plan toN.I.T;

budget term of tttrrll: ;,_rntr dollars for the education of C,aCh child; alternatives are riotseriously considel If we fdr-_,e facts squarely, we will have to admit that for most teachers,the only high school program which is worth anything is the program for the college-bound.An,, fllrr prrlitenr ;tnAnrilly of the efforts of the school. Sheer economics is now causing

face !",(1r Fly (11!!Ite,ilikes. Good estimates are that by the year 1980, only 5 years.fromall the work to be done will require a bac'' 0.:reate.degrRe.

led.a rl)re.atefily that hf he yeacl 980. only 5 year. rani' -this writing.I h., Ili., repeatedly that in 1975 tiro people having the hardest times

This is the conf-i,,,,auer iCe of a society forming a consensus,i' t-r ra-rllede,granual to he valued while all alternative life

Culture and the Studermt 37styles are to be Oisvalued at a tim e in history when lust the of is true from an economicstandpo rrt. Teachers ire CVAE programs, themselves college graduates and believing firmlyin their oo.ri education as a viable way to live, will need to consider carr--?lully the fact that theirstrmcfents may have very different aspirations which may be ionic viable in today's Armoric r

r the teachers' are.

t. A system 01 technology with which to function, Any cultural rgrciult develops any and all Incechnoloo.,. needed to perform Leilo-, knowti to old in ipoi taw to the wow. Citizens cif the

United States live in a technological society -which they must understand if they are tosurko\.e. It cannot he assumed that the same technology is shared by rill groups in thecountry. People who have riot had money enough to elicit d machines cannot be expected toknow much about them. Those same people have developed techniques by which theycould survive without the machines. This author lived for some six months in a small villagein the morintainsof South America where, if she was lucky, she hadelectricity from 6 o'clockin the evening until 6 o'clock in the morning. She developed the technology of cooking,v.ashing, ironing. and cleaning without the benefits of electrical gadgets. Why shouldn'tshe: every Venezuelan housewife in town did the same thing. An engineer from Dallasreported his frustration at trying to install an enormous radii system in Africa using laborerswho not only did not know the name -screwdriver- but in fact had never seen one. The sameengineer became fascinated with the technology created by the same people such ascounting devices which were accurate. Each culture produces a technology: all cultures donot happen to produce the same technology.

5 A system of art forms a -id expressive dimensions of culture. The initial way teachers have usedto get at or understand the culture of students different from their own has been toinvestigate the pictoral art, literature, dance, music, folklore, sewing, and crafts of thegroup. An analysis of these forms- provides data for an insight into all other aspects ofculture. Whereas it is difficult for an individual to verbalize on the system of culture he knows,it is possible to express this system in some artistic form from which the trained teacher canmake valuable assumptions about wnat is going on in the culture, A word of caution isappropriate here, Every human regards all art forms through his own expressive forms. Thisexplains why the student, when asked to read a poem or look at a painting reacts by saying,"There is nothing to it: it is bad: it doesn't mean anything,- What he means is. -I don'tunderstand that form of art well enough to know what it means:. The same thing is truewhen-a teacher is laced vvith listening to music which is popular with teenagers or reading acopy 'of Mad magazine. When the teacher reacts by saying, -That's not music- or -Thatliterature is junk,- the teacher is really saying, -I don't understand it well enough to appreciateit.- Students and teachers have had the experience of telling a lake which falls absolutely flaton the other group. Why? Jokes, like other art forms, derive their meaning from the culture:to understand thejake (or the painting or song or poern), one has to understand the culturewhich produced it.

Earlier-In this prOgram you heard the statements that the purpose of the school was to help thestudent learn all the'skillsand concepts which would help him succeed in life, Teachers have longtried to achieve the old goal of taking a student where is to someplace he very much wants to go.This takes skill on .the part of the teacherlots of it. Later you will he given the chance to applysome of this information to some planning for your classroom. You will be asked to follow threeprinciples:

1 Learn something of the concept of-culture and its implication for education.2. Find a way of gathering and 9nr,dyzing information about students which will help you in

making good judgments about him.Develop a proceSs by which you can relate what is to he learned at school to what thestudent already knows and feels..,

Let's see what you have ,gained from this lesson so far.

43

38

ELEMENTARY SURVIVAL LISTSCategorized according to rooms in school

Office CafeteriaItmc.11

it choir

1,11M1:i!,f It ft ft

,1111 tOtind ktttI

HallMOM,/

tf.)11i11,14ki

i'11111i.q (;,1f0W1i) 01(10 =1)0,1(11

hit' .fidt111 - 11 ki 11' t

ht..11 tttt titIt:o.,11t11.1 .1(111111

C4L.,Iti(1,,111 it?ti 10f)(1

Clinic-

on,

Music Room

rhylt ft ft .

if 'sir tir

roc:mrd ildv(!r

Gym (Multi-Purpose Room) Speech Room

(1t`rip.,

III!rror

;piq_,c11 toilriwr

Girls/Boys Room(FiciihroortvLivaiorosink

toilet

paper imvoIStolot paperflu5ht

Elementary Survit-J1 Lists 39

Classroom Busesciet'A

teat:hetfir ,a

fink

hi

pencil tint'

blbai iit

batbreein

Libraryr,icofd ii

11)1,0thoti pr101`. ,

)2(--,1111

sit 1,if per It?1 !,;11';Irli)

00,?(:tilf !'-iCietjf I - Cu! (Is dstei oper basket

t iii - plugtry cabinett:eding tlugo:inesdictionary library aidepicturemagic marketcrayon Playgroundchwk. bktopstapler

treesbox slidemar)

climbing barsshelf.

parallel barsworkbook

_swingsglobe

Circlescissors

obstacle courserubber band.,,v,hoovv

sinkReading Room/Learning Centerchildren (students) boygr1reading teachercubicle

tape recorder (cassette)IanguatAe master

loud speaker (P.A, system) announcementsL.D. leacher

bulletin boardsafety pin kindsblackboardhooks

substitutevenetian blindsclock

Lloakroompage

thumb tacksnotebookcalendarhomework

40

JUNIOR & SENIOR HIGH SCHOOLSURVIVAL VOCABULARY

Classroom Environment School Items(sdo

ochil

cow,'(-;h(.0)

buo(-.10, hil hird

ceikeri

cIoOk

door

,IIT

)Set (thiflile1)

ti Cdt)11(M

1),T=ikt,t

dro,,orr

PeoplehSif hi"1

p1,111:1),I

ljh-.7.h1H

1(1

1r

Teacher and Room

111, IFI

II ii'r

k

1,11)e

corhori odour

player, rjure, he )1 OC:k

tilt-44!

record o1,r,,'1 ()I(pooer

rol-rhr fan .l

Colors((1

weer,

orangeprimlyram.,.11

r

t

I in

hirk

Health Safety & Regulations

r

,101)

r

or Senior High Survival Vocabulary 41

Numbers

hundltxi

PlacesImo 11.00In iikThoVerbs ,

talk°Nice

write loan/sign

cafetenaMayhall

lost(Iym (P. E.)

foundplayground

colorshop

cutfield

pastelaboratory (science I Ih)

copylost-and-found

find

underlinecircle

lookwalk

stand

speak