D.+Language+&+Culture

LANGUAGE AND CULTURE
===By Moses T. & Guerlene P.L.  ===

  **INTRODUCTION ** On a daily basis immigrants are faced with the challenges of abandoning their native language over a second one and adopting the mainstream American culture simply to be able to fit in and be accepted in a society, which, in reality, does not make them feel welcome. Being stripped of your language and culture causes identity loss. The adaptation only leads the individual to develop an identity crisis. Newcomers are faced with the struggle of learning English. When they return to their native country, some people treat them like strangers. Additionally, immigrants are not the only ones experiencing this dilemma. Individuals born in the U.S. of immigrant parents are looked upon by their own race as different and are not made to feel as being a part of their culture. For example, some people within our society criticize and consider these individuals uneducated simply because they have an accent or speak their language in a different dialect. It is unfortunate that with so many years of research and studies immigrants continue to face many challenges of being discriminated for sounding or looking different. As the minority population continues to increase in the U.S., our school's multicultural programs need to be revised and reorganized. It is not enough to teach and incorporate the cultural and ethnic values of immigrant students into the curriculum once they get to the classroom. Bank proposes five dimensions for multicultural curriculum integration. He targets important areas of prejudice reduction and empowerment among the cultures to build the self-esteem of the students and teach them to be themselves and proud of it. However, Bank's model can achieve a high level of success if the parent is also included. This also applies to all other multicultural programs in our school system. It is in the bosom of our home where as children we are taught about how to value, perceive or hate and be biased against other races. This mindset brought into our school system, in our early years, is what makes it difficult for non-immigrant students to accept and view their immigrant peers as equal individuals; thus rendering useless the many multicultural programs being taught in class. To supersede this problem, parents of immigrant students should be allowed to become more involved in the school's multicultural programs where they are able to learn English and teachers are able to learn about their culture and customs. Immigrant parents should also focus on building the self-esteem of their child in the home environment in order to strengthen their self-confidence and allow them to effectively deal with the different negative reactions of non-immigrant students in our school system. Many mainstream educators often do not know how to deal with students from a different culture who speak the languages other than English. Many ELLs are often invisible or misplaced in some classrooms. They miss opportunities to learn and grow academically in the same manner as their native English speaking peers. Teachers often do not plan for or teach them properly. Teachers must know that it takes time for immigrant to learn and fit into the new language. there are different approaches to help the newcomer to learn the new language. Progress has been made to make the transition more fair and welcoming for the newcomers. It is key to be open to different cultures in order to better serve these children and families.

MAIN POINTS  1. Research shows that identity issues continue to be a problem among immigrants. School systems' efforts to incorporate multicultural education programs continue to force immigrants to drop their native language and culture in order to fit in a society that discriminate and stereotype them. (MT)   2. School teachers and administrators need to be more involved in educating students about the different cultures and languages of different ethnic groups. Additionally, there is a need for deeper understanding of the cultural values and customs of low income immigrants who are easily labeled as uninterested in their child’s education. (MT)  3. Language and culture affect some ethnic groups who strongly live by their tradition and beliefs in maintaining their native language. Immigrants are labeled by society and achieve poorly academically in school for not understanding a second language. For example, some immigrant Mexican children living in New York are more likely to drop out of school compared to Blacks/Puerto Ricans because learning academic English can be very challenging and difficult especially if their parents have never learned English due to limited prior education in their country. Today, some immigrants may feel that learning a second language threatens their family culture. (MT)   4. Language impacts culture because it helps some ethnic groups stay and live together within their own community. For example, certain groups move to a particular community the way the Puerto Ricians did in East Harlem, known as El Barrio where they feel comfortable speaking their native language among their people. (MT)  <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> 5. Much research and literature are availabe about the many cultures in the world. Multicultural tales, realistic fictions, and biographies are important resources teachers can use to learn about cultural diversity and to enrich multicultural students' identification with their history and culture. (GPL) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> 6. People use the word Art so loosely that it takes away from what it really is. Looking at art with a different view and rearranging the perspectives from an anthropological mindset helps to redefine art as what it should be. Art should be a something from a culture that is useful socially and religiously. (GPL) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> 7. People from diverse cultures have their own way of talking, responding and using tones, gestures, eye contacts, find identity, use time and language tones. It's interesting to see just how similar and yet far different cultures really all are.(GPL) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> 8. People have different definitions for how they use culture. One can interpret culture based on history or anthropology. If one is looking at culture historically, one will look for the governing aspect (the way order is kept in a society). If one is looking at culture from an anthropological aspect, one will look at the basic mental habits, the assumptions, and facts about the people of that culture.(GPL) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px; text-align: center;"> <span style="color: #2501bc; display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: center;">**<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">LINKS AND ANNOTATIONS ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">1. Banks, J. A. (n.d.). Multicultural Education: Goals and Dimensions. Center for Multicultural Education, University of Washington. Retrieved on September 19, 2009 from: http://education.washington.edu/cme/view.htmBanks believes that integrating five dimensions of cultural education into the school’s environment and class curriculum can help multicultural students feel less discriminated against because of their ethnic background. The dimensions are: the knowledge construction Process, prejudice reduction, an equity pedagogy, an empowering school culture & social structure, and implementing multicultural education effectively. Applying the dimensions will help these students develop positive attitudes about other cultures as they are taught the differences. However, the author emphasizes that in order for the dimensions to work they must be used independent of each other and not as a whole. Additionally, teachers and administrators have the upper hand in implementing the plan and through dedication, making it work. (MT)

2. Elliot, C.E. (1999)"Communication Patterns and Assumptions of Differing Cultural Groups in the United States " Washington DC: ASHA retrieved on September 19, 2009 from: http://www.awesomelibrary.org/multiculturaltoolkit-patterns.html Patterns in the many cultures help people to express themselves and relate more efficiently to each other. Africans and Hispanics may encourage animation and emotions where as Native Americans and Asians may not. Africans, Anglo Europeans, may also be very direct where as Native Americans, Hispanics, Japanese and Asian Americans are likely to be indirect in communicating with one another. Many Hispanics may avoid eye contact altogether, where as Asians differentiate between age and status. African Americans often have large and frequent gestures. The identification orientation of a culture varies from self, to lineal, and collateral. In conversation Native Americans speak one at a time and Anglo or Europeans pause to take turns speaking. When it comes to time, many African Americans are relaxed with time, Anglo or Europeans are monochronic (one -at-a-time), cyclical, or polychronic. African American children may tend to stand closer together than adults. Native Americans stand side by side at arms length. For Anglo or Europeans close space means intimacy. Vocal patterns are also visible among cultures. Different range means different emotions. Touch varies across culture. For African Americans, they tend to touch children longer and more often. Native Americans reserve touching for friends or intimacy. Yet Europeans Americans may only touch in greeting rituals, for Asian cultures, touch is rarely exhibited in public. Culture may reflect thought patterns and rhetorical style, for example Asian Americans and Anglo or Europeans have the direct approach. (GPL) <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px; text-align: center;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">3. Galvani, N. (2002). Identity Formation Through Second Language Learning: A Journey Through a Narrative. Ontario Institute for Studies and Education, University of Toronto, Canada. Retrieved on September 19, 2009 from: http://www.eastern.edu/publications/emme/2002spring/golafshani.html This article describes the real life journey of an 18 year old named Mona from the Middle East who comes to America to study abroad and in the process is faced with many challenges which forces her to discard and adapt her old identity for a new one in America. Years later when she visits her homeland she is faced with the realization that her new identity no longer fits into the culture of her birth place. Mona learns that adapting to our environment plays a role in shaping our identities. For example: Many immigrants families fear learning a second language due to, losing their culture identity like it happened to this Middle Eastern woman. In addition, learning a new language will separate their families' heritage and beliefs, within their own culture. his is the reason why family from different cultures prefer to maintain their own language because they will be discriminated by some people in society and their life will become complicated to live and send their own children to school because other children will make fun at them because they are from a different culture .It becomes difficult to blend into another culture where people live a certain way apart from your culture. For example, my parents who didn't speak fluently in English when they came to this country from Puerto Rico. They had to accept low paying job and work longer hours because they could not speak a second language plus, back than Latinos were discriminated compare to other ethnic groups, like whites who were treated a lot better because of the culture and language. (MT)

4. Halsall, P. (1995). Chinese Cultural Studies: Understanding Culture Brooklyn, NY: City University of New York. Retrieved on September 19,2009 http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/culture.html There are seven features of a society: values, laws, rules, social categories, tactic models, assumptions, and fundamentals. The author looked for a more formal aspect of society such as, Government, Economic Life,Social Structure, Religion, Literature and Art. To demonstrate culture he uses New York as an example. The New Yorker must be able to navigate the cultural landscape and behavior within it. For example, he must know how the subway works, how to treat others, and when and how to make eye contact. (GPL)

5. Hummer, C. (1999) Putting Art in it's Place St. Davids, PA: Eastern University. retrieved on September 19, 2009http://www.eastern.edu/publications/emme/1999fall/ackerman.html Art is no doubt found everywhere but who really finds the true reward that comes with it? Hummer explains it's not in the monitary value. It's definitely not in the collectible items we call relics. As creative as the arts and crafts can be, the author believes they're simply decorations. Hummer also believes that Art is spiritual, social, beautiful and functional. One uses the senses to appreciate art through visual auditory and tactile. Art captures the essence of a culture just like culture is reflected through art. (GPL) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;">6. Mahendra, N. Ribera, J. Sevcik, R. Adler, R. Cheng,L. McFarland, E. et al., (2004) Culture Competence. Washington, DC, ASHA .Retrieved on September 19, 2009 from http://www.asha.org/NR/rdonlyres/06C10F05-FFE5-4E82-B348-D63C6C2EAC6C/0/multicultural_article.pdf Multicultural Issues Board offers several services to the community. They advise, advocate and oversee ASHA on issues concerning diverse populations. The articles describe eight distinctive parameters of a culture: the collectivist-individualist dimension, views of time and space, language and communication style, roles (gender, age), importance of work, class and status, rituals and superstitions and finally beliefs and values. These parameters help to understand every culture because they exist some way or another. Cultural competence is enhanced with knowledge, skills and attitudes which help to improve our professions. The stages to develop these qualities are awareness, applications and advocacy. Once the professional masters these stages for s/he can then advocate for others. As immigration continues to rise, professionals must be aware of the rich cultural diversity, to be more effective with these communities. (GPL) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> 7. Orozco, G.L. (2008). Understanding the Culture of Low-Income Immigrant Latino Parents: Key to Involvement. The School Community Journal, vol.18, No. 1. Retrieved on September 19, 2009 from: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ798679 Schools believe they are experts concerning a child’s education. However, frequently mainstream administrators and teaching staff know little about the values of the low-income families who are often excluded from the school culture.& nbsp; A study is conducted by using a Spanish radio station as a medium to allow low-income families to express their opinions and comments on several topics about family life. The taped transcriptions are analyzed and show that low-income Latino parents are indeed involved in their children’s education& nbsp;and the stereotype of low-income families not caring about their child’s education is incorrect. Low income Latino families are dedicated to their children's education by being actively involved in their children's daily school work by seeking educational help and advice through a Spanish radio station despite their lack of education or inability to speak English. Furthermore, parents became concerned with their child's education by reaching out to other Latino families as well, through this Spanish radio station, to learn how to further assist their children with homework assignments and other school work in general. Some families members were invited to explain the problems their child were having at home and at school. Spanish radio stations became a good source of information to low income Latino families because parents were able to express their concerns over their child's school work and other personal matters. (MT) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> 8. Seattle Schools, (2006) "Reading Aroung the World" Seattle, WA: Hamilton Library Retrieved on September 19,2009 http://www.seattleschools.org/schools/hamilton/Library/world_read.htm This excellent resourse reviews children literature and gives educators ways of exploring and maintaining the cultures of students who come from around the world and land on our shore. These books will help the students to identify with the author and know that where they come from is valuable to their learning environment. For Africa, the books talk about young natives being captured into slavey and their life's journey. Some books tell the daily life of being in Africa. Another book deals with a boy's conflict of being Western and African. Asian literature presents the idea of being Buddhist, ordinary people facing everyday life challenges of the family vs the self. For India, the focus is on the hero, Gandhi who introduced the non-violent approach to make changes. The Japanese books vividly tell of the adventures of the Samurai and class struggles. In the Middle East, stories are portrayed of the wealthy and the struggles with the governments. For South America, the rich history comes alive through the books. In Edwidge Danticat's "Behind the Mountains" not only do you get a taste of life in Haiti, the language, the struggle of the time, but you also see the family fabric being woven together again as they adjust to a new country. This book is perfect for not only Haitian Immigrants but for anyone experiencing loved ones being left behind. These books inspire and celebrate cultural connections.(GPL) <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%; text-align: left;"> 9. Riegelhaupt, F. C. & R. L. (2000). Mexico host family reactions to a bilingual Chicana teacher in Mexico: A case study of Language and culture clash. Bilingual Research Journal. Retrieved on September 19, 2009 from: http://www.findarticles.com/p/articles/mi_qa3722/is_200010/ai_n8919864The article discusses the results of a five week study program between a middle class Mexican family and a native Chicano, bilingual teacher from Yuma, Arizona. The teacher stayed with the Mexicans during the study and complained that she was not treated fairly because of the way she spoke Spanish. The Mexicans criticized that she sounded like an uneducated farm girl even though she was a professional. The study helped to understand how Mexicans expect American born Mexicans to speak the language formally without taking into consideration that these individuals are not born in Mexico and will definitely have the different language dialects. Mexicans are influenced by their accent when they are learning how to speak in English. Furthermore, society discriminates against Latinos, by the way they speak, especially when they have a heavy accent or different dialect. When Latinos (or other immigrants) are not fluent in a second language or have suffered first language loss, people often may assumed that they aren't educated.(MT)

10 . Warren, L. (2006). Managing Hot Moments in the Classroom. Derek Bok Center for Teaching and Learning, Harvard University, Online document. Retrieved September19, 2009 from: http://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.html Hot moments arise out of the sensitivity that certain individuals have regarding issues such as race, religion or any other delicate topic thee iinstructor can take control of the outburst by encouraging the offended student to examine other’ opinions and comments and turn into an opportunity for learning. Suggestion is made about how the instruction takes control of a class that has become disruptive when offensive remarks or comments are made. For example, racially mixed classmates participated in an open class discussion and learning how to reduce bias and tension among other white classmate/s who discriminates against minority students such as, blacks/Latinos are not consider intelligent. Furthermore, students were taught how to turn their anger into a positive way by learning to handle themselves calmly, by not allowing offensive or negative comments to effect their personal feelings. In addition, students learned to control their anger, by having an open group discussion and express their feedback with teachers and students. (MT)