Showing papers in "Language Culture and Curriculum in 2001"
TL;DR: The authors investigated how second-generation Korean-American students form and transform their senses of ethnicity through their participation in Korean language classes and found that becoming an English speaker does not necessarily mean the loss of ethnic identity.
Abstract: This study investigates how second-generation Korean-American students form and transform their senses of ethnicity through their participation in Korean language classes. I did a one-year ethnographic study of the Korean language classes (basic and intermediate levels) at the University of Illinois, Urbana-Champaign, which were largely populated by second- and 1.5-generation Korean Americans. From these Korean-American college students, who have 'successfully' negotiated through the American educational system, I learned that becoming an English speaker does not necessarily mean the loss of ethnic identity, and that learning Korean (a 'heritage' language) does not necessarily lead to homogeneous ethnic identity formation. Although the classroom is certainly a place in which language knowledge is imparted, much classroom activity utilises words and grammatical points as semantic mediators of culture, history, and even politics; in short, the stakes are high. My ethnography focuses on the micro-practices o...
108 citations
TL;DR: This article reported on a study involving a group of ten US-raised adults who have managed to attain relatively high levels of heritage language literacy (in Spanish, Cantonese and Japanese), defying the typical pattern of intergenerational language shift.
Abstract: This paper reports on a study involving a group of ten US-raised adults who have managed to attain relatively high levels of heritage language (HL) literacy (in Spanish, Cantonese and Japanese), defying the typical pattern of intergenerational language shift. In-depth retrospective interviews were used to explore the types of access to HL print and the HL literacy experiences of this diverse group. The participants had the greatest access to HL print in their home and in the HL community, and primarily through participating in religious worship and leisure activities. The participants also had (1) the assistance of more literate people, who acted as literacy conduits and literacy models; (2) contact with community institutions, namely religious organisations, which used and provided access to HL print and literacy experiences beyond the home; (3) the access to 'light' reading materials which helped foster an interest in recreational reading and; (4) the opportunity to act as literacy mediators for parents...
75 citations
TL;DR: In this paper, the authors adopt a historical perspective and discuss the factors that indicate the presence of a discrepancy between a theoretical norm and the actual language behaviour and then explore the consequences of such a situation.
Abstract: English plays a key role in Kenya's educational system, not only as an important subject but especially as the medium of instruction. It has been claimed that the model and the norm of the English used in Kenya, apart from pidgin varieties, is the British Standard variety and in particular, Received Pronunciation (RP) (Schmied, 1990; Zuengler, 1982). Is this indeed the case? If not, what are the actual norms of correctness and appropriateness with regard to pronunciation, grammar, semantics, or pragmatics within the Kenyan community? There exists a discrepancy between the theoretical norm and the actual language behaviour, what challenges does this state of affairs present to an education system that relies heavily on the use of the English language? In examining these issues the paper adopts a historical perspective and discusses the factors that indicate the presence of a discrepancy between a theoretical norm and the actual language behaviour and then explores the consequences of such a situation. It a...
68 citations
TL;DR: The authors examined the language practices in three immigrant families of South Asian ancestry who reside in Canada and have chosen French Immersion education for their children, and found that parents adopt language maintenance strategies that vary from one family to another and they attribute value to French and English as official languages of the country and important languages internationally.
Abstract: In this paper, we examine the language practices in three immigrant families of South Asian ancestry who reside in Canada and have chosen French Immersion education for their children. Basing our discussion on interview data, we present a profile of the inter- and intra-generational language interactions that distinguish each family. Also, we describe their reasons for maintaining their family language and their interest in French Immersion. The findings reveal that parents adopt language maintenance strategies that vary from one family to another and they attribute value to French and English as official languages of the country and important languages internationally. Drawing on sociocultural theories of language learning that view language as inextricable from context and critical constructs of language exchanges, we argue that these parents support language maintenance and opt for French Immersion education as part of a family project aimed at developing child multilingualism. Multilingualism is viewe...
64 citations
TL;DR: In this article, a service-learning program in Spanish, in which learners of Spanish provide various forms of social services to native speakers in local communities in the target language, was evaluated to assess its impact on learner motivation and attitudes.
Abstract: A service-learning programme in Spanish, in which learners of Spanish provide various forms of social services to native speakers in local communities in the target language, was evaluated to assess its impact on learner motivation and attitudes. Qualitative and quantitative analysis indicated that there was a significant positive change in the participants' motivation and attitudes. It was concluded that the Service-learning Class could be employed as a pedagogical tool in enhancing motivation and promoting positive attitudes towards Spanish foreign-language learning and culture.
51 citations
TL;DR: This article found that FL2 students include more main ideas in their summaries than FL1 students, but they also differentiate poorly between these and secondary ideas in the text and also tend to include more inaccuracies and are weaker than FL 1 students with respect to language usage and style.
Abstract: Summaries produced by FL1 and FL2 secondary students were compared according to ten variables evaluating the written texts. A total of 400 students, 50 at each grade level from Senior 1 to Senior 4 in both programmes, participated in the study. Statistical analyses included ANOVA, t -tests, and correlation analysis of variables exploring both the language (organisation, style, language usage, objectivity, and holistic score) and the content (main ideas, secondary ideas, integration of ideas, and fidelity to the text) of the summaries. The findings suggest that FL2 students include more main ideas in their summaries than FL1 students, but they also differentiate poorly between these and secondary ideas in the text. At the beginning of the secondary programme, FL2 students also tend to include more inaccuracies in their summaries and are weaker than FL1 students with respect to language usage and style. By the end of secondary, the students in these programmes differ only in the stylistic elements of the wr...
30 citations
TL;DR: The authors argue for the need to move beyond the paradigm of parental involvement in children's early literacy through story-reading practice, which presently informs home/school reading programs, to consider a wider framework for family and community involvement.
Abstract: This paper argues for the need to move beyond the paradigm of parental involvement in children's early literacy through story-reading practice, which presently informs home/school reading programmes, to consider a wider framework for family and community involvement. The first part of the paper examines the literature informing the current model showing the marked absence of studies on the different literacy practices in which children from new immigrant/minority ethnic families engage and which may be different from those of their teachers. This prevailing mainstream paradigm is illustrated through the experiences of two young children reading with their mother and sister. The second part of the paper draws upon findings from research projects investigating the home, school and community reading practices of new immigrant families in east London and compares them with families that do conform to the prevailing paradigm for successful involvement. Finally, it suggests principles for inclusive education for minority families.
27 citations
TL;DR: In this article, a pair of qualitative case studies looked at the pedagogical practices of two teachers, and the role they played in the development of print literacy of young anglophone children who were immersed in French as a second language.
Abstract: This pair of qualitative case studies looks at the pedagogical practices of two teachers, and the role they played in the development of print literacy of young anglophone children who were immersed in French as a second language. In one classroom literacy instruction was carried out in French, and in the other classroom literacy instruction was carried out in English. Data collection methods included participant observation, interviewing, and the collection of some artifacts. The results of the data analysis suggests that teachers who provide a structured instructional scaffold for their students offer a richer literacy learning environment that those who do not provide this kind of support, which is described in the paper. The study suggests that there is no simple answer as to whether students should receive initial literacy instruction in L1 or L2. Language of instruction is only one of the many decisions to be made, and the decision needs to be placed in the broader context of instructional strategie...
15 citations
TL;DR: The authors examined the efforts made to develop cross-cultural communicative competence in students enrolled in an M.A course in teachers of English to Speakers of Other Languages (TESOL).
Abstract: Pre-service teachers need a critical cross-cultural communicative competence in English as a Second/Foreign Language (ESL/EFL). The view is supported here by the findings of a research project that examined the efforts made to develop cross-cultural communicative competence in students enrolled in an M.A course in Teachers of English to Speakers of Other Languages (TESOL). The research focused on the conceptualisations of culture utilised within the programme, the professional and cultural identity formation processes that appear to be occurring, and the characterisation of students' analyses of power relations and their own position within these relations (Sehlaoui, 1999). Based on students' perspectives, beliefs, and attitudes as described in Sehlaoui (1999), data-based critical pedagogical implications and classroom activities are suggested.
14 citations
TL;DR: In this article, the authors present the results of an action research studying this paradigm, showing that through group meetings where the writers received oral comments from their peers, the four fourth-grade students learned to manage the writing process by means of these social interactions.
Abstract: The rather disappointing results obtained by francophone students in New Brunswick with regard to writing, demonstrate the problem of learning French in a minority situation in the Canadian context. The recent reforms to the school system aim, among other things, to improve the quality of French written by francophones by directly involving the students in their learning, in order to promote the transfer of learning. The goal of this paper is to present the results of an action research studying this paradigm. In fact, through the group meetings where the writers received oral comments from their peers, the four fourth-grade students learned to manage the writing process by means of these social interactions. More specifically, they succeeded in improving the overall quality of their texts between the first and final drafts. This analysis also reveals signs of transfer with regard to grammatical spelling.
13 citations
TL;DR: The FrancoOntarian community has always been made up of people whose language and culture were similar over the past 20 years, important changes have taken place, particularly in urban centres where the French-speaking immigrants came from all parts of the world.
Abstract: The Franco-Ontarian community has always been made up of people whose language and culture were similar Over the past 20 years, important changes have taken place, particularly in urban centres where the French-speaking immigrants came from all parts of the world A veritable micro cosmos has resulted, reflecting the growth of the world community of francophones (Ministry of Education and Training, 1993) Ontario is a large province with regional differences which are reflected in the concentration and composition of the population In a number of towns, French is the language of the majority but francophones can be found across the province A large number of newly arrived immigrants from other French-speaking environments, have settled in Ontario, especially in urban regions, where they are now actively engaged in maintaining and promoting the use of French within their respective ethnocultural communities Given the historical context of the evolution of French schools in Ontario, the arrival of new f
TL;DR: In this paper, the authors take a brief look at the need for intercultural learning within the Irish context and discuss concepts of "culture" and cultural conditioning, and aims and objectives for inter-cultural learning are suggested.
Abstract: Ireland is currently changing rapidly from a country of high emigration to a country of high immigration. An awareness of cultural diversity, and how to live with it, has become an important issue. This paper takes a brief look at the need for intercultural learning within the Irish context. Concepts of 'culture' and cultural conditioning are discussed and aims and objectives for intercultural learning are suggested. As many accounts of intercultural contacts come from novelists, poets and playwrights, the article looks at the part literature, in particular modern Irish prose fiction and German migrant literature, can play in the intercultural learning experience. The paper concludes with the description of a module which aims to develop an intercultural competence and includes the study of literary fiction.
TL;DR: The Conseil scolaire public du Nord-Est del'Ontario as discussed by the authors is a local school board which serves a mostly French-language population in a largely English-speaking social environment in Northern Ontario, Canada.
Abstract: The Conseil scolaire public du Nord-Est del'Ontario is a local school board which serves a mostly French-language population in a largely English-speaking social environment in Northern Ontario, Canada. Because the performance of its student population was at risk linguistically, culturally, and academically, the Board decided upon a two-phase action plan. In phase one, a multifaceted study was initiated to provide the Board with an ethnolinguistic profile of the students, teachers, and parents of the three elementary schools and three secondary schools within the Board's jurisdiction. Observation instruments were developed to record the linguistic behaviour of primary and middle school students and school coordinators were trained to prepare teachers to properly use these instruments during the research inquiry phase. Questionnaires were distributed to senior elementary and secondary school students and their parents. A focus group involving teachers from all schools was also held. A written report was p...
TL;DR: The authors argues that cross-cultural communication between Chinese and Americans often runs into trouble, due to the differences in styles of expression, structures of information and other cultural conventions which people of the two countries are traditionally accustomed to.
Abstract: The paper argues that cross-cultural communication between Chinese and Americans often runs into trouble. Some factors which block communication lie in culture-governed structures of language. But in many cases, such problems occur in utterances. As Chinese and Americans subconsciously follow their own cultural beliefs and norms when in contact with each other, their speech acts are governed by these cultural differences. The paper discusses certain culture- and language-related phenomena which occur in the interaction between the two peoples. It demonstrates that some communicative obstacles are immediate consequences of the differences in styles of expression, structures of information and other cultural conventions which people of the two countries are traditionally accustomed to. In view of the fact that the cultural messages are reflected in people's daily use of language, culture elements should not be overlooked in language learning. The paper attempts to explore the ways of including culture teach...
TL;DR: The authors employ linguistic analysis to examine and analyse the talk of a young girl from a culturally diverse background, in a way which gives insight into her cultural scientific knowledge, and explore an adult's ability to collaborate with the student in pursuit of the topic, and offer some suggestions for using these funds of knowledge in educational contexts.
Abstract: The purpose of this paper is to demonstrate how talking with children can provide an awareness of the 'funds of knowledge' (Moll et al., 1992) that they bring with them to school. These funds of knowledge represent cultural knowledge, and at times this knowledge can be scientific in nature, in this instance, in the domain of biology. The paper outlines research recently conducted by the author that: (1) employs linguistic analysis to examine and analyse the talk of a young girl from a culturally diverse background, in a way which gives insight into her cultural scientific knowledge; (2) explores an adult's ability to collaborate with the student in pursuit of the topic; and, (3) offers some suggestions for using these funds of knowledge in educational contexts. It is argued that cultural differences in 'funds of knowledge' must be recognised and built on if we are to achieve multicultural science curricula that are genuinely 'two-way', as this term is understood by Malcolm (1995).
TL;DR: In this paper, a reflective essay on within-group dominance in minority language settings is presented, where the authors focus on minority language, bilingual populations whose mother tongue is French, who have experienced difficulty in defining their own identity, cultural and language skills.
Abstract: Many authors have written about language dominance between groups, but little has been said about dominance within groups. The following paper is a reflective essay upon within-group dominance in minority language settings. For instance, in Canada, there exists not one, but two homogeneous majority language groups who are competing for the integration and ultimate assimilation of minority language, bilingual populations. For years, minority language, bilingual populations whose mother tongue is French have experienced difficulty in developing and defining their own identity, cultural and language skills. They have worked to escape the dominating influence of monolingual English speakers only to find their organisations and institutions caught under the influence of a French-speaking elite which, because it is in a position of power, imposes its own values, its identity, and its cultural heritage upon the larger bilingual minority language population. The result has been an alienation and an increase in th...
TL;DR: The seven articles included in this special thematic issue of Language, Culture and Curriculum focus on two different contexts of French education in Canada: French minority language education and French immersion programs as mentioned in this paper.
Abstract: The seven articles included in this special thematic issue of Language, Culture and Curriculum focus on two different contexts of French education in Canada: French minority language education and French immersion programmes. French education also occurs in two other contexts in Canada: French majority language education in the province of Quebec and French as a second language as taught in many anglophone classrooms throughout Canada.
TL;DR: In this article, the authors examined the pedagogical, psychological and linguistic principles that were taken into consideration in designing the new Greek syllabus, based on the modern language, and made recommendations with a view to achieving a more reasonable balance of literary and non-literary texts in the school language program.
Abstract: Until 1976 the teaching of the mother tongue in Greece was based on the grammar of Classical Greek. The paper examines the pedagogical, psychological and linguistic principles that were taken into consideration in designing the new Greek syllabus, based on the modern language. Many problems arose in the implementation of the change, one in particular that is examined here, namely the continuing predominance of literature in the textbooks. The position of literature in the teaching of the mother tongue is analysed, and recommendations are made with a view to achieving a more reasonable balance of literary and non-literary texts in the school language programme.
TL;DR: In this article, the identity formation of Japanese students temporarily living in the USA was investigated. But the study focused on the Japanese students who were enrolled in Japanese Saturday School and in American public schools while their parents conducted business in the US.
Abstract: The paper deals with the identity formation of Japanese students temporarily living in the USA. They were enrolled jointly in 'Japanese Saturday School' and in American public schools while their parents conducted business in the USA. Thus they were immersed in a new culture while maintaining links with their own. Data gathered by interview from eleven students reveal a mixture of Japanese and American characteristics. Three major differences between Japanese and American cultural traditions are introduced, and the notion of 'detraditionalization' (Heelas et al., 1996a, b) is used in an attempt to understand the results. They suggest that the students do not reject either culture, Japanese or American, but that both coexist as independent value systems in their minds.
TL;DR: This paper investigated the educational challenges and opportunities presented by this situation and concluded that extended visits are socially important, and in any case, inevitable, and that the challenge for educators is to develop meaningful liaison with parents to maximise the opportunities that they p...
Abstract: Children from Pakistani families in Peterborough (pop. 165,000) in the English Midlands, often make extended visits to Pakistan during the school year. They have little choice over the timing of the trips, which are determined by imperatives such as family illness or socially important events such as weddings. School management and the Department of Education generally discourage the practice on the assumption that any absence from school is undesirable and will necessarily have an adverse impact on pupil attainment. A common result is that the school is not informed in advance about the trips. The paper presents data gathered from parents, teachers and pupils, including responses to sentence completion tasks, to investigate the educational challenges and opportunities presented by this situation. It concludes that extended visits are socially important, and in any case, inevitable, and that the challenge for educators is to develop meaningful liaison with parents to maximise the opportunities that they p...