Catherine Young
- Published in print:
- 2009
- Published Online:
- May 2010
- ISBN:
- 9780199544547
- eISBN:
- 9780191720260
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199544547.003.0014
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter investigates whether bilingual and transitional literacy programmes can effectively be developed in multilingual and culturally diverse social contexts, such as the Philippines and other ...
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This chapter investigates whether bilingual and transitional literacy programmes can effectively be developed in multilingual and culturally diverse social contexts, such as the Philippines and other Asian nations. It argues that educational policies play a critical role in recognising the place of languages in Indigenous identity. The chapter describes current innovations in first language education in the elementary years in the Philippines. It draws on examples from Manobo and Kalagan language communities in Mindanao and the Kalinga languages of northern Luzon.Less
This chapter investigates whether bilingual and transitional literacy programmes can effectively be developed in multilingual and culturally diverse social contexts, such as the Philippines and other Asian nations. It argues that educational policies play a critical role in recognising the place of languages in Indigenous identity. The chapter describes current innovations in first language education in the elementary years in the Philippines. It draws on examples from Manobo and Kalagan language communities in Mindanao and the Kalinga languages of northern Luzon.
Edwin L. Battistella
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780195172485
- eISBN:
- 9780199788187
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195172485.001.0001
- Subject:
- Linguistics, English Language
Are pronunciations such as cawfee and chawklit bad English? Is slang improper? Is it incorrect to mix English and Spanish, as in Yo quiero Taco Bell? Can you write “Who do you trust?” rather than ...
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Are pronunciations such as cawfee and chawklit bad English? Is slang improper? Is it incorrect to mix English and Spanish, as in Yo quiero Taco Bell? Can you write “Who do you trust?” rather than “Whom do you trust?” This book looks at traditional notions of bad language and argues that they are often based in sterile conventionality. Examining grammar and style, cursing, slang, political correctness, regional dialects, ethnic dialects, foreign accents, and language mixing, this book discusses the strong feelings evoked by language variation, from objections to pronunciation, to complaints about bilingual education. It explains the natural desire for uniformity in writing and speaking, and traces the association of mainstream norms to ideas about refinement, intelligence, education, character, national unity, and political values. The book argues that none of these qualities is inherently connected to language. It is tempting but wrong to think of slang, dialects, and nonstandard grammar as simply breaking the rules of good English. Instead, we should view language as made up of alternative forms of orderliness adopted by speakers depending on their purpose. Thus, we can study the structure and context of nonstandard language in order to illuminate and enrich traditional forms of language, and make policy decisions based on an informed engagement.Less
Are pronunciations such as cawfee and chawklit bad English? Is slang improper? Is it incorrect to mix English and Spanish, as in Yo quiero Taco Bell? Can you write “Who do you trust?” rather than “Whom do you trust?” This book looks at traditional notions of bad language and argues that they are often based in sterile conventionality. Examining grammar and style, cursing, slang, political correctness, regional dialects, ethnic dialects, foreign accents, and language mixing, this book discusses the strong feelings evoked by language variation, from objections to pronunciation, to complaints about bilingual education. It explains the natural desire for uniformity in writing and speaking, and traces the association of mainstream norms to ideas about refinement, intelligence, education, character, national unity, and political values. The book argues that none of these qualities is inherently connected to language. It is tempting but wrong to think of slang, dialects, and nonstandard grammar as simply breaking the rules of good English. Instead, we should view language as made up of alternative forms of orderliness adopted by speakers depending on their purpose. Thus, we can study the structure and context of nonstandard language in order to illuminate and enrich traditional forms of language, and make policy decisions based on an informed engagement.
Ulrike Jessner
- Published in print:
- 2006
- Published Online:
- September 2012
- ISBN:
- 9780748619139
- eISBN:
- 9780748671496
- Item type:
- book
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748619139.001.0001
- Subject:
- Linguistics, Applied Linguistics and Pedagogy
This book discusses cognitive and psycholinguistic aspects of third language acquisition and trilingualism, and explores the key role of linguistic awareness in multilingual proficiency and language ...
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This book discusses cognitive and psycholinguistic aspects of third language acquisition and trilingualism, and explores the key role of linguistic awareness in multilingual proficiency and language learning. In view of the widespread acquisition of English by those who are already bilingual or are also acquiring a regional lingua franca, this study contributes to the current discussion of multilingualism with English in Europe and beyond, as well as the understanding of multilingual speech processing. The author supports a dynamic view of multilingualism by stressing the cognitive advantages that the contact with more languages can offer, and uses this approach as the basis for future language teaching and learning. Chapters cover topics such as performing in a third language, metalinguistic awareness in multilinguals and in multilingual education, and English as a third language in Europe.Less
This book discusses cognitive and psycholinguistic aspects of third language acquisition and trilingualism, and explores the key role of linguistic awareness in multilingual proficiency and language learning. In view of the widespread acquisition of English by those who are already bilingual or are also acquiring a regional lingua franca, this study contributes to the current discussion of multilingualism with English in Europe and beyond, as well as the understanding of multilingual speech processing. The author supports a dynamic view of multilingualism by stressing the cognitive advantages that the contact with more languages can offer, and uses this approach as the basis for future language teaching and learning. Chapters cover topics such as performing in a third language, metalinguistic awareness in multilinguals and in multilingual education, and English as a third language in Europe.
Brittany Lambert
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199755011
- eISBN:
- 9780199918867
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199755011.003.0010
- Subject:
- Psychology, Developmental Psychology
Belonging to a minority or Indigenous group is one of the greatest obstacles to a quality education. This case study examines how Bolivia successfully increased enrollment, reduced drop-out rates and ...
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Belonging to a minority or Indigenous group is one of the greatest obstacles to a quality education. This case study examines how Bolivia successfully increased enrollment, reduced drop-out rates and raised achievement among its majority Indigenous population through an ambitious home-language learning program implemented in 1500 schools nation-wide. The Intercultural Bilingual Education Program’s approach consisted of teaching Indigenous children to read and write in their home language first, then gradually integrating Spanish. The chapter describes how the program improved Indigenous children’s educational outcomes, increased their levels of participation and engagement in class, and improved the status of Indigenous languages. Despite these successes, the chapter also highlights several challenges that the program has encountered, including management problems, human resources problems, conceptual problems and public opinion problems.Less
Belonging to a minority or Indigenous group is one of the greatest obstacles to a quality education. This case study examines how Bolivia successfully increased enrollment, reduced drop-out rates and raised achievement among its majority Indigenous population through an ambitious home-language learning program implemented in 1500 schools nation-wide. The Intercultural Bilingual Education Program’s approach consisted of teaching Indigenous children to read and write in their home language first, then gradually integrating Spanish. The chapter describes how the program improved Indigenous children’s educational outcomes, increased their levels of participation and engagement in class, and improved the status of Indigenous languages. Despite these successes, the chapter also highlights several challenges that the program has encountered, including management problems, human resources problems, conceptual problems and public opinion problems.
Juyoung Song
- Published in print:
- 2009
- Published Online:
- January 2009
- ISBN:
- 9780195327359
- eISBN:
- 9780199870639
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195327359.003.0013
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter explores Korean‐American children's language socialization into Korean address terms and their creative uses of these terms in a Korean‐English bilingual context. The data revealed that, ...
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This chapter explores Korean‐American children's language socialization into Korean address terms and their creative uses of these terms in a Korean‐English bilingual context. The data revealed that, while children's acquisition and use of Korean address terms were mostly mediated by language socialization practices with their parents, their bilingual practices were not directly imposed by these practices. That is, children created their own ways of addressing other Koreans, ways which were novel to adult members of the community. For example, children in this study (1) “anglicized” a social superior's name in Korean utterances and therefore established its bivalency and (2) code‐switched from Korean into English in order to avoid terms that index hierarchy and in‐group intimacy. Such improvised linguistic practices illuminate their ongoing negotiation and construction of the self and the creative potential of children's active participation in their language socialization processes.Less
This chapter explores Korean‐American children's language socialization into Korean address terms and their creative uses of these terms in a Korean‐English bilingual context. The data revealed that, while children's acquisition and use of Korean address terms were mostly mediated by language socialization practices with their parents, their bilingual practices were not directly imposed by these practices. That is, children created their own ways of addressing other Koreans, ways which were novel to adult members of the community. For example, children in this study (1) “anglicized” a social superior's name in Korean utterances and therefore established its bivalency and (2) code‐switched from Korean into English in order to avoid terms that index hierarchy and in‐group intimacy. Such improvised linguistic practices illuminate their ongoing negotiation and construction of the self and the creative potential of children's active participation in their language socialization processes.
Neil Abell, David W. Springer, and Akihito Kamata
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780195333367
- eISBN:
- 9780199864300
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195333367.003.0007
- Subject:
- Social Work, Research and Evaluation
This chapter presents considerations for integrating seemingly discrete psychometric analyses into a cohesive, coherent whole. Developers are guided in making summary sense of the varying forms of ...
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This chapter presents considerations for integrating seemingly discrete psychometric analyses into a cohesive, coherent whole. Developers are guided in making summary sense of the varying forms of evidence accumulated, and in reaching conclusions on whether to promote a scale as a new, ready-to-use tool, or to go “back to the drawing board.” Often, the decision is not easy. Responding to increasing calls for population-specific measures, key issues in bilingual validation and scale translation are summarized, and more detailed resources are identified. The chapter concludes with observations about “next generation” questions, including recognition of the incremental nature of evidence of scale score validity.Less
This chapter presents considerations for integrating seemingly discrete psychometric analyses into a cohesive, coherent whole. Developers are guided in making summary sense of the varying forms of evidence accumulated, and in reaching conclusions on whether to promote a scale as a new, ready-to-use tool, or to go “back to the drawing board.” Often, the decision is not easy. Responding to increasing calls for population-specific measures, key issues in bilingual validation and scale translation are summarized, and more detailed resources are identified. The chapter concludes with observations about “next generation” questions, including recognition of the incremental nature of evidence of scale score validity.
Edwin L. Battistella
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780195172485
- eISBN:
- 9780199788187
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195172485.003.0005
- Subject:
- Linguistics, English Language
This chapter focuses on American attitudes toward languages other than English, beginning with some history and case studies and moving forward to contemporary issues of English-only and bilingual ...
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This chapter focuses on American attitudes toward languages other than English, beginning with some history and case studies and moving forward to contemporary issues of English-only and bilingual education. In looking at the urge to assimilate other languages, the reasons why some say foreign languages make bad citizens are explored. Topics covered include Native American languages, manualism vs. oralism, restrictions on foreign languages, bilingual education, and the ideology of language assimilation.Less
This chapter focuses on American attitudes toward languages other than English, beginning with some history and case studies and moving forward to contemporary issues of English-only and bilingual education. In looking at the urge to assimilate other languages, the reasons why some say foreign languages make bad citizens are explored. Topics covered include Native American languages, manualism vs. oralism, restrictions on foreign languages, bilingual education, and the ideology of language assimilation.
Allan Paivio
- Published in print:
- 1990
- Published Online:
- September 2008
- ISBN:
- 9780195066661
- eISBN:
- 9780199894086
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195066661.003.0011
- Subject:
- Psychology, Cognitive Psychology
This chapter presents a bilingual version of dual coding theory. It reviews the implications of the theory for some current issues in the psychology of bilingualism, including semantic memory, ...
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This chapter presents a bilingual version of dual coding theory. It reviews the implications of the theory for some current issues in the psychology of bilingualism, including semantic memory, episodic memory, second language learning. The theory leads to a strong emphasis on the role of situational contexts and imagery in second language learning. In particular, the theory suggests that language-learning strategies based on the systematic use of referent objects, pictures, activities, and mental imagery would be especially effective in promoting learning.Less
This chapter presents a bilingual version of dual coding theory. It reviews the implications of the theory for some current issues in the psychology of bilingualism, including semantic memory, episodic memory, second language learning. The theory leads to a strong emphasis on the role of situational contexts and imagery in second language learning. In particular, the theory suggests that language-learning strategies based on the systematic use of referent objects, pictures, activities, and mental imagery would be especially effective in promoting learning.
Ryan André Brasseaux
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780195343069
- eISBN:
- 9780199866977
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195343069.003.0005
- Subject:
- Music, History, American
This chapter deconstructs Cajuns’, and Cajun music’s, folk categorization. It analyzes three separate interpretations of folk culture as espoused by influential public intellectuals. Alan and John ...
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This chapter deconstructs Cajuns’, and Cajun music’s, folk categorization. It analyzes three separate interpretations of folk culture as espoused by influential public intellectuals. Alan and John Lomax’s famed ethnographic folklore excursions through the American South, with a focus on the individuals and cultural contexts that informed the Depression era Cajun musical landscape, open the chapter. The first Cajun musicians to perform on a national stage at Sarah Gertrude Knott’s National Folk Festival are also included in this study as an example of Cajun music’s attachment to contemporary trends in the public consumption of folklore and the genre’s attachment to the American national project. William Owens’ little know field excursions are then used to demonstrate the perpetuation of Cajun music’ folk categorization.Less
This chapter deconstructs Cajuns’, and Cajun music’s, folk categorization. It analyzes three separate interpretations of folk culture as espoused by influential public intellectuals. Alan and John Lomax’s famed ethnographic folklore excursions through the American South, with a focus on the individuals and cultural contexts that informed the Depression era Cajun musical landscape, open the chapter. The first Cajun musicians to perform on a national stage at Sarah Gertrude Knott’s National Folk Festival are also included in this study as an example of Cajun music’s attachment to contemporary trends in the public consumption of folklore and the genre’s attachment to the American national project. William Owens’ little know field excursions are then used to demonstrate the perpetuation of Cajun music’ folk categorization.
Suzanne Hala, Penny Pexman, Emma Climie, Kristin Rostad, and Melanie Glenwright
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195327694
- eISBN:
- 9780199776962
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195327694.003.0012
- Subject:
- Psychology, Cognitive Psychology, Developmental Psychology
In this chapter, we explore the idea that the relation between social interaction and executive functions might be best characterized as bi-directionaldirectional. That is, that while developing ...
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In this chapter, we explore the idea that the relation between social interaction and executive functions might be best characterized as bi-directionaldirectional. That is, that while developing executive function abilities almost definitely have considerable impact on emerging social understanding in young children, social interactions may also provide significant impetus for executive development. Working from a broadly Piagetian framework we include two avenues of exploration to illustrate. The first is that social collaboration on a problem might facilitate executive processes. Here we use the example of a collaboration on a strategic deception task. The second is that exposure to the ambiguous nature of social interactions may force the child to exercise more executive control, resulting in advances in various aspects of executive function. For examples, we draw from two research literatures—children's understanding of sarcasm and children's ability to grapple with acquiring more than one language.Less
In this chapter, we explore the idea that the relation between social interaction and executive functions might be best characterized as bi-directionaldirectional. That is, that while developing executive function abilities almost definitely have considerable impact on emerging social understanding in young children, social interactions may also provide significant impetus for executive development. Working from a broadly Piagetian framework we include two avenues of exploration to illustrate. The first is that social collaboration on a problem might facilitate executive processes. Here we use the example of a collaboration on a strategic deception task. The second is that exposure to the ambiguous nature of social interactions may force the child to exercise more executive control, resulting in advances in various aspects of executive function. For examples, we draw from two research literatures—children's understanding of sarcasm and children's ability to grapple with acquiring more than one language.
Angela M. Y. Lin and Evelyn Y. F. Man
- Published in print:
- 2009
- Published Online:
- May 2013
- ISBN:
- 9789622099586
- eISBN:
- 9789888180233
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099586.001.0001
- Subject:
- Education, Secondary Education
Questions regarding whether a first or a second/foreign language should be used as a medium of instruction (MOI) in schools, and if yes, for whom, and when, have been enthusiastically debated in ...
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Questions regarding whether a first or a second/foreign language should be used as a medium of instruction (MOI) in schools, and if yes, for whom, and when, have been enthusiastically debated in recent years in Hong Kong and many Southeast Asian societies. The public debates, however, have largely not been able to benefit from the existing international body of research in bilingual education as well as the educational experiences of other countries. The reason is that such knowledge is often either couched in specialized, technical language or scattered over diverse journals and books, which are often off-putting to teachers, parents, school principals, policy makers and the general public. There is an urgent need to critically integrate and review the international research literature with a view to informing public debates and policy making regarding the medium of instruction in Hong Kong and other Southeast Asian contexts. This book aims at meeting this urgent need by discussing, in accessible language, research findings on key concepts of bilingual education, and recent developments of bilingual education policies in Hong Kong, Singapore and Malaysia. Teachers, students and researchers in the areas of bilingual education, language policy and planning (LPP), and studies of medium of instruction policy and practice both in Hong Kong and other Southeast Asian contexts will benefit from the book. Government officials and policy makers involved in language policy and planning, as well as school principals, parents and university administrators will also find this book especially useful in providing them with a research-based LPP framework for discussing and studying the pivotal issues in LPP in their respective contexts.Less
Questions regarding whether a first or a second/foreign language should be used as a medium of instruction (MOI) in schools, and if yes, for whom, and when, have been enthusiastically debated in recent years in Hong Kong and many Southeast Asian societies. The public debates, however, have largely not been able to benefit from the existing international body of research in bilingual education as well as the educational experiences of other countries. The reason is that such knowledge is often either couched in specialized, technical language or scattered over diverse journals and books, which are often off-putting to teachers, parents, school principals, policy makers and the general public. There is an urgent need to critically integrate and review the international research literature with a view to informing public debates and policy making regarding the medium of instruction in Hong Kong and other Southeast Asian contexts. This book aims at meeting this urgent need by discussing, in accessible language, research findings on key concepts of bilingual education, and recent developments of bilingual education policies in Hong Kong, Singapore and Malaysia. Teachers, students and researchers in the areas of bilingual education, language policy and planning (LPP), and studies of medium of instruction policy and practice both in Hong Kong and other Southeast Asian contexts will benefit from the book. Government officials and policy makers involved in language policy and planning, as well as school principals, parents and university administrators will also find this book especially useful in providing them with a research-based LPP framework for discussing and studying the pivotal issues in LPP in their respective contexts.
Jaffe Alexandre
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780195331646
- eISBN:
- 9780199867974
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195331646.003.0006
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter explores the sociolinguistic significance of teachers' stancetaking in a Corsican bilingual school, with a specific focus on how teachers take up stances toward the two languages of the ...
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This chapter explores the sociolinguistic significance of teachers' stancetaking in a Corsican bilingual school, with a specific focus on how teachers take up stances toward the two languages of the classroom (Corsican and French) and simultaneously project stances and identities onto their students. The chapter analyzes stance in the details of individual instances of classroom interaction as well as in the trajectories of participant roles taken up by social actors over time. It demonstrates the salience of the language ideological and institutional contexts for the structuring of paired interactional stances and indexical relations between language use and social meanings, and argues that stancetaking both reflects and constitutes the sociolinguistic order.Less
This chapter explores the sociolinguistic significance of teachers' stancetaking in a Corsican bilingual school, with a specific focus on how teachers take up stances toward the two languages of the classroom (Corsican and French) and simultaneously project stances and identities onto their students. The chapter analyzes stance in the details of individual instances of classroom interaction as well as in the trajectories of participant roles taken up by social actors over time. It demonstrates the salience of the language ideological and institutional contexts for the structuring of paired interactional stances and indexical relations between language use and social meanings, and argues that stancetaking both reflects and constitutes the sociolinguistic order.
Jeehyun Lim
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780823275304
- eISBN:
- 9780823277032
- Item type:
- book
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823275304.001.0001
- Subject:
- Sociology, Race and Ethnicity
Bilingual Brokers examines bilingual personhood in Asian American and Latino literature through social debates on bilingualism. Instead of arguing for or against bilingualism this study focuses on ...
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Bilingual Brokers examines bilingual personhood in Asian American and Latino literature through social debates on bilingualism. Instead of arguing for or against bilingualism this study focuses on the contingencies under which bilingualism is taken as good or bad to bring into high relief the function of language as capital in these debates. Behind the discourse of American identity, economic calculations and rationale played a significant role in challenging the long-held popular view of bilingualism as a liability. The emergence and recognition of Asian American and Latino literature take place against the backdrop of these debates on bilingualism as the place where social anxieties about American identity in the face of new immigration and globalization are worked out. Interweaving the social significance of language as human capital and the literary significance of English as the language of cultural capital, Bilingual Brokers traces a structure of feeling around the dual meaning of bilingualism as liability and asset in Asian American and Latino literature. In literary representations, bilingual personhood illustrates a regime of flexible inclusion where an economic calculus of value for racialized subjects crystallizes at the intersections of language and racial difference and is used in deliberations of social worthiness. By pointing to the nexus of race, capital, and language as the focal point of negotiations of difference and inclusion, Bilingual Brokers probes liberalism’s fault lines for racialized subjects.Less
Bilingual Brokers examines bilingual personhood in Asian American and Latino literature through social debates on bilingualism. Instead of arguing for or against bilingualism this study focuses on the contingencies under which bilingualism is taken as good or bad to bring into high relief the function of language as capital in these debates. Behind the discourse of American identity, economic calculations and rationale played a significant role in challenging the long-held popular view of bilingualism as a liability. The emergence and recognition of Asian American and Latino literature take place against the backdrop of these debates on bilingualism as the place where social anxieties about American identity in the face of new immigration and globalization are worked out. Interweaving the social significance of language as human capital and the literary significance of English as the language of cultural capital, Bilingual Brokers traces a structure of feeling around the dual meaning of bilingualism as liability and asset in Asian American and Latino literature. In literary representations, bilingual personhood illustrates a regime of flexible inclusion where an economic calculus of value for racialized subjects crystallizes at the intersections of language and racial difference and is used in deliberations of social worthiness. By pointing to the nexus of race, capital, and language as the focal point of negotiations of difference and inclusion, Bilingual Brokers probes liberalism’s fault lines for racialized subjects.
Deborah R. Becker and Robert E. Drake
- Published in print:
- 2003
- Published Online:
- January 2009
- ISBN:
- 9780195131215
- eISBN:
- 9780199863808
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195131215.003.0015
- Subject:
- Social Work, Health and Mental Health
People from different cultural and ethnic backgrounds have a right to receive services that are culturally competent. Cultural competence refers to services that are sensitive to and tailored for the ...
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People from different cultural and ethnic backgrounds have a right to receive services that are culturally competent. Cultural competence refers to services that are sensitive to and tailored for the cultural context of the person receiving services. The illustration in this chapter highlights some of the key features of cultural competence when a young man expresses interest in returning to school. The workforce of the mental health agency must include employment specialists and other practitioners who are bilingual/bicultural to provide services to people with similar backgrounds. The agency provides education and training to all staff members to sensitize them to their own cultural beliefs and biases and to introduce them to the customs, values, belief systems, social networks, communication, and behaviors of clients from different cultures and backgrounds. For example, the meaning of work is different for people from different cultures and backgrounds. Similarly, family roles and responsibilities are different and need to be understood by employment specialists who are trying to help with goals of school and work.Less
People from different cultural and ethnic backgrounds have a right to receive services that are culturally competent. Cultural competence refers to services that are sensitive to and tailored for the cultural context of the person receiving services. The illustration in this chapter highlights some of the key features of cultural competence when a young man expresses interest in returning to school. The workforce of the mental health agency must include employment specialists and other practitioners who are bilingual/bicultural to provide services to people with similar backgrounds. The agency provides education and training to all staff members to sensitize them to their own cultural beliefs and biases and to introduce them to the customs, values, belief systems, social networks, communication, and behaviors of clients from different cultures and backgrounds. For example, the meaning of work is different for people from different cultures and backgrounds. Similarly, family roles and responsibilities are different and need to be understood by employment specialists who are trying to help with goals of school and work.
Carol Benson
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199755011
- eISBN:
- 9780199918867
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199755011.003.0009
- Subject:
- Psychology, Developmental Psychology
Early literacy, relevant content learning and effective classroom communication is necessary for education to make a difference in marginalized children’s lives. Teaching in the learner’s home ...
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Early literacy, relevant content learning and effective classroom communication is necessary for education to make a difference in marginalized children’s lives. Teaching in the learner’s home language has the potential to make schools more inclusive and participatory, and will go a long way to attracting children to school, keeping them in school, helping them succeed in learning literacy and other curricular content, and giving them an equitable opportunity to participate in society. This chapter examines the obstacles to learning that result from teaching students in a foreign language, and reviews the evidence of how and why learners’ home languages should be used for literacy and learning. It argues that teaching additional languages should be part of a systematic approach to the school curriculum through bi- or multilingual education. The chapter discusses policymaking with regard to languages in education, explores where the problems lie and concludes with strategies for moving forward.Less
Early literacy, relevant content learning and effective classroom communication is necessary for education to make a difference in marginalized children’s lives. Teaching in the learner’s home language has the potential to make schools more inclusive and participatory, and will go a long way to attracting children to school, keeping them in school, helping them succeed in learning literacy and other curricular content, and giving them an equitable opportunity to participate in society. This chapter examines the obstacles to learning that result from teaching students in a foreign language, and reviews the evidence of how and why learners’ home languages should be used for literacy and learning. It argues that teaching additional languages should be part of a systematic approach to the school curriculum through bi- or multilingual education. The chapter discusses policymaking with regard to languages in education, explores where the problems lie and concludes with strategies for moving forward.
Jurgen Meisel, Martin Elsig, and Esther Rinke
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780748642250
- eISBN:
- 9780748695157
- Item type:
- book
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748642250.001.0001
- Subject:
- Linguistics, English Language
This book discusses diachronic change of languages in terms of restructuring of speakers’ internal grammatical knowledge: Under which circumstances does grammatical change come about? One answer in ...
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This book discusses diachronic change of languages in terms of restructuring of speakers’ internal grammatical knowledge: Under which circumstances does grammatical change come about? One answer in historical linguistics has been to invoke the child as principal agent of change. But efforts to construct a theory of diachronic change consistent with findings from psycholinguistics are scarce. Here, these questions are therefore addressed against the background of insights from research on monolingual and bilingual acquisition. Given that children are remarkably successful in reconstructing the grammars of their ambient languages, commonly held views need to be reconsidered according to which language change is primarily triggered by structural ambiguity in the input and in settings of language contact. In an innovative take on this matter, the authors argue that morphosyntactic change in core areas of grammar, especially where parameters of Universal Grammar are concerned, typically happens in settings involving second language acquisition. The children acting as agents of restructuring are either second language (L2) learners themselves or are continuously exposed to the speech of L2 speakers of their target languages. Based on a variety of case studies from Romance languages, this discussion sheds new light on phenomena of change which have occupied historical linguists since the XIXth century.Less
This book discusses diachronic change of languages in terms of restructuring of speakers’ internal grammatical knowledge: Under which circumstances does grammatical change come about? One answer in historical linguistics has been to invoke the child as principal agent of change. But efforts to construct a theory of diachronic change consistent with findings from psycholinguistics are scarce. Here, these questions are therefore addressed against the background of insights from research on monolingual and bilingual acquisition. Given that children are remarkably successful in reconstructing the grammars of their ambient languages, commonly held views need to be reconsidered according to which language change is primarily triggered by structural ambiguity in the input and in settings of language contact. In an innovative take on this matter, the authors argue that morphosyntactic change in core areas of grammar, especially where parameters of Universal Grammar are concerned, typically happens in settings involving second language acquisition. The children acting as agents of restructuring are either second language (L2) learners themselves or are continuously exposed to the speech of L2 speakers of their target languages. Based on a variety of case studies from Romance languages, this discussion sheds new light on phenomena of change which have occupied historical linguists since the XIXth century.
Harlan Lane, Richard C. Pillard, and Ulf Hedberg
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199759293
- eISBN:
- 9780199863372
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199759293.003.0002
- Subject:
- Psychology, Cognitive Psychology
Chapter 2 addresses the ways in which properties of ethnic groups create and maintain ethnic boundaries. The contexts in which we find active boundary maintenance in the Deaf-World can be sorted into ...
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Chapter 2 addresses the ways in which properties of ethnic groups create and maintain ethnic boundaries. The contexts in which we find active boundary maintenance in the Deaf-World can be sorted into outside and inside forces. Outside forces include formal classification, official policies, labor markets, residential space, and daily experience. Inside forces include language, common physical features such as height and skin color, and cultural mores. Deaf and hearing people have profound differences on fundamental issues that create and maintain boundaries. Opposed views include: designation of Deaf people (Deaf vs. hearing-impaired); competence to control Deaf institutions (privileged / incompetent); shaping the lives of Deaf children (bilingual education / cochlear implants); Cultural status (ASL recognition / ASL replacement); discriminatory practices (job networking / prejudicial job descriptions and hiring). The practice of marrying within one's ethnic group is another internal force for boundary maintenance.Less
Chapter 2 addresses the ways in which properties of ethnic groups create and maintain ethnic boundaries. The contexts in which we find active boundary maintenance in the Deaf-World can be sorted into outside and inside forces. Outside forces include formal classification, official policies, labor markets, residential space, and daily experience. Inside forces include language, common physical features such as height and skin color, and cultural mores. Deaf and hearing people have profound differences on fundamental issues that create and maintain boundaries. Opposed views include: designation of Deaf people (Deaf vs. hearing-impaired); competence to control Deaf institutions (privileged / incompetent); shaping the lives of Deaf children (bilingual education / cochlear implants); Cultural status (ASL recognition / ASL replacement); discriminatory practices (job networking / prejudicial job descriptions and hiring). The practice of marrying within one's ethnic group is another internal force for boundary maintenance.
Rakesh M. Bhatt
- Published in print:
- 2014
- Published Online:
- May 2016
- ISBN:
- 9780262027892
- eISBN:
- 9780262320351
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262027892.003.0006
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter presents an Optimality-Theoretic (OT) account of the linguistically significant generalizations of bilingual codeswitching in argument positions in different language pairs. I claim that ...
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This chapter presents an Optimality-Theoretic (OT) account of the linguistically significant generalizations of bilingual codeswitching in argument positions in different language pairs. I claim that the constraint interaction and satisfaction approach of OT (Prince and Smolensky 1993; Grimshaw 1997) yields a straightforward account of the distribution of bilingual codeswitching in argument positions in different language pairs making use of mainly two conflicting constraints, *Spec and Comp (see Bhatt 1997), both violable under appropriate conditions. The difference in codeswitching outcomes in different language pairs turns out to be, as expected under OT, how these constraints are ranked relative to each other.Less
This chapter presents an Optimality-Theoretic (OT) account of the linguistically significant generalizations of bilingual codeswitching in argument positions in different language pairs. I claim that the constraint interaction and satisfaction approach of OT (Prince and Smolensky 1993; Grimshaw 1997) yields a straightforward account of the distribution of bilingual codeswitching in argument positions in different language pairs making use of mainly two conflicting constraints, *Spec and Comp (see Bhatt 1997), both violable under appropriate conditions. The difference in codeswitching outcomes in different language pairs turns out to be, as expected under OT, how these constraints are ranked relative to each other.
T. V. Evans
- Published in print:
- 2001
- Published Online:
- September 2011
- ISBN:
- 9780198270102
- eISBN:
- 9780191683909
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198270102.003.0005
- Subject:
- Religion, Biblical Studies
This chapter supplies a statistical analysis of the MT formal matches for all 18,953 instances of verbal forms in the Greek Pentateuch. Interpretation of the data follows, focusing on the key ...
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This chapter supplies a statistical analysis of the MT formal matches for all 18,953 instances of verbal forms in the Greek Pentateuch. Interpretation of the data follows, focusing on the key features of independent Greek usage and Hebrew influence. The results are in general consistent with the findings of other scholars for small portions of the same material or for other parts of the LXX. But an advantage of this analysis is that it provides precise coverage of the evidence from a very large sample of text and embraces the entire verbal system. Because of this broad scope, this study demonstrates the formal matches with the MT more comprehensively than any previous analysis of the verbal system in translation Greek. It can be seen that some noteworthy patterns of usage emerge from so large a body of evidence.Less
This chapter supplies a statistical analysis of the MT formal matches for all 18,953 instances of verbal forms in the Greek Pentateuch. Interpretation of the data follows, focusing on the key features of independent Greek usage and Hebrew influence. The results are in general consistent with the findings of other scholars for small portions of the same material or for other parts of the LXX. But an advantage of this analysis is that it provides precise coverage of the evidence from a very large sample of text and embraces the entire verbal system. Because of this broad scope, this study demonstrates the formal matches with the MT more comprehensively than any previous analysis of the verbal system in translation Greek. It can be seen that some noteworthy patterns of usage emerge from so large a body of evidence.
Ana Teresa Pérez-Leroux, Erin O’Rourke, and Gretchen Sunderman
- Published in print:
- 2014
- Published Online:
- May 2016
- ISBN:
- 9780262027892
- eISBN:
- 9780262320351
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262027892.003.0012
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
In this study on codeswitching, we examine how the dominant language of a speaker may affect how quickly a bilingual will process a codeswitch at different junctures within a given phrase. In an ...
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In this study on codeswitching, we examine how the dominant language of a speaker may affect how quickly a bilingual will process a codeswitch at different junctures within a given phrase. In an online experiment, participants were given four different switch points (NP-VP, pro-VP, V-Comp, and Comp-IP) in two bilingual guises (Spanish-English, English-Spanish) and two monolingual guises (all Spanish, all English). While the first switch point is considered to be grammatical, the remaining three are under debate, including some accounts that favor V-Comp and others that exclude Comp-IP. Results indicate that while some delay was observed for the latter three switch points, a significant difference appeared in particular with Spanish-dominant bilinguals switching from Spanish into English in the Comp-IP condition. In this way, we explore the extent to which some constraints on codeswitching are universal and the factors that may affect the application of these constraints. These data support the need to incorporate language dominance into models of codeswitching.Less
In this study on codeswitching, we examine how the dominant language of a speaker may affect how quickly a bilingual will process a codeswitch at different junctures within a given phrase. In an online experiment, participants were given four different switch points (NP-VP, pro-VP, V-Comp, and Comp-IP) in two bilingual guises (Spanish-English, English-Spanish) and two monolingual guises (all Spanish, all English). While the first switch point is considered to be grammatical, the remaining three are under debate, including some accounts that favor V-Comp and others that exclude Comp-IP. Results indicate that while some delay was observed for the latter three switch points, a significant difference appeared in particular with Spanish-dominant bilinguals switching from Spanish into English in the Comp-IP condition. In this way, we explore the extent to which some constraints on codeswitching are universal and the factors that may affect the application of these constraints. These data support the need to incorporate language dominance into models of codeswitching.
