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Language & Intercultural Communication > Language & Intercultural Communication > Flashcards

Language & Intercultural Communication Flashcards

0
Q

Krashen: Acquisition vs. Learning Hypothesis

A

Second language learners go through a silent stage just as young children do

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1
Q

Krashen’s i + 1 Theory

A

i = input & +1 = the message being a bit beyond the learners level with language proficiency.
*Creating comprehensible input that is slightly challenging will push the learner further on the language development continuum.

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2
Q

Krashan: Natural Order Hypothesis

A

Grammar need not be the center of instruction - certain rules are learned before others and are acquired gradually, so they do not have to be formally taught.

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3
Q

Krashen’s Input Hypothesis

A

When learners understand the language and are exposed to information just a little bit beyond their current level of comprehension, language acquisition takes place (i + 1 theory)

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4
Q

Krashen’s Monitor Hypothesis

A

Corrections by teachers and native speakers may not be internalized until the learner is developmentally ready. Because errors are a part of the natural order of acquisition, second language teachers should not over emphasize them during instruction.

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5
Q

Krashen’s Affective Filter Hypothesis

A

The learner must feel secure and unthreatened in the classroom environment

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6
Q

Biculturalism

A

Relating to and including 2 distinct cultures.
Biculturalism represents comfort and proficiency with both ones heritage culture and the culture of the country or region in which one has settled

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7
Q

Bilingualism

A

The ability to speak 2 languages

*Has positive effects on the brain

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8
Q

Biliteracy

A

The ability to read and write proficiently in two languages - fluency in both reading and writing are present in biliteracy

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9
Q

Priorities for starting an effective ELL program

A

*Support/welcome family - communicate with them in their langauge
*Know individual student needs
*How language is acquired
*Inclusive education
*Additive philosophy of L2 acquisition
*High standards for all
*Celebrate all cultures in curriculum
*Non biased/judgemental teachers
Knowledge of stages of acculturate
*PD for strategies for teaching ESL Students

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10
Q

Code-Switching

A

The practice of moving back and forth between two languages or between two dialects or registers of the same language

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11
Q

Funds of Knowledge

A

The knowledge students gain from their families, cultural backgrounds, neighborhoods, etc…

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12
Q

English-Only Movement

A

Movement to establish English as the sole language of use in the United States

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13
Q

Scaffolding

A

Instructional supports to best facilitate learning when students are introduced to a subject and for continued learning of a subject

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14
Q

Vygotsky’s ZPD or ZOPED

A

Zones of proximal development, the predictive path of language acquisition/development

What students do today with help they will do on their own tomorrow

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15
Q

Critical Literacy (Cultural Literacy)

A

A culturally literate person grows up as part of the dominant culture, speaking the dominant language, and absorbs the history, values, beliefs, stories, myths, legends, of the dominant people before even entering school. It involves history, art, politics, icons, etc…

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16
Q

Critical Pedagogy

A

Why we do what we do

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17
Q

The “High Civilization” View of Culture

A

Ideal of Individual Refinement.
One type of behavior is superior to another
“a man of culture”

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18
Q

“Set of Traits” View of Culture

A

The underlying soul, spirit of a people, archetypal values of a people

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19
Q

The Anthropological Idea of Culture

A

Complex whole which includes knowledge, beliefs, art, laws, morals, customs, and other capabilities and habits acquired by a member of society

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20
Q

What constitutes culture

A 
Basic, national personality/character
Perception
Time Concepts
Space Concepts
Thinking
Language
Nonverbal Communication:  eye contact, body language
Values
Behavior
Social Groups; Relationships
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21
Q

Diglossia

A

Using 2 different languages in 2 different situations

Bilingualism but separating times when each language is used

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22
Q

Ethnocentrism

A

The belief in the superiority of one’s own ethnic group or culture

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23
Q

Ethnography

A

The descriptive study of a human society. The data is largely collected from field work in which the ethnographer immerses himself into the society

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24
Q

Marked Language

A

Using language to “mark” a person’s status in social norms or academic settings.

Use as racial markedness, intelligence, or social norms

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25
Q

Labou’s Theory of Marked Language

A

AAVE is associated with contextual inferiority among teachers or members of the community

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26
Q

Marked Culture

A
  • Culture permeates all human interaction including rituals, events, and language
  • The marked culture is highly particular, unique, and unlike the others.
  • Identification of a specific culture can denote status in social and academic settings
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27
Q

Linguistic Competencies

A

Use/Interpret elements of English

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28
Q

Sociolinguistic Competencies

A

Use language appropriately

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29
Q

Discourse Competencies

A

Detect coherence of separate utterances

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30
Q

Sociocultural Competencies

A

Familiarity with real world context

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31
Q

Strategic Competencies

A

Use verbal/non verbal communication to make up for gaps in English

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32
Q

Transitional Bilingual Education

A

Educational theory stating children can more easily acquire second language by first acquiring fluency in their native language

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33
Q

Maintenance Bilingual Education

A

Educational theory that supports use of students’ native language during school instruction for longer, before moving to English-only. Sometimes called late-exit program

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34
Q

Adler’s Phases of Culture Shock

A
  1. Contact Phase: Excitement, euphoria
  2. Disintegration Phase: Confusion, alienation
  3. Reintegration Phase: Regress or move on
  4. Autonomy Phase: Increased understanding of new culture
  5. Independence Phase: Cherishing cultural differences and accommodating new culture in world view
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35
Q

Coehlo’s Stages of Acculturation

A
  1. Arrival/1st Impressions: Adventure, optimism, euphoria
  2. Culture Shock: Discomfort, desolation, alienation
  3. Recovery/Optimism: Renewed sense of optimism/autonomy
  4. Acculturation: Accepting some values/practices of the new culture while still maintaining the original culture
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36
Q

Coehlos’ 1st Stage of Acculturation

A

Arrival/1st Impressions:
Adventure
Optimism
Euphoria

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37
Q

Coehlo’s 2nd Stage of Acculturation

A

Culture Shock:
Discomfort
Dislocation
Alienation

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38
Q

Coehlo’s 3rd Stage of Acculturation

A

Recovery/Optimism:

Renewed sense of optimism automony

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39
Q

Coehlo’s 4th Stage of Acculturation

A

Accepting some values/practices of the new culture while still maintaining the original culture

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40
Q

Oberg’s Stages of Culture Shock

A
  1. Honeymoon Stage: Fascination, elation, optimism
  2. Hostility Stage: Resistance, seeking comparisons from own culture
  3. Recovery Stage: Increased language knowledge and ability to handle the new culture
  4. Adjustment Stage: Acceptance and enjoyment of new customers
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41
Q

Two-way Bilingual Education (Developmental Bilingual Programs)

A
  • Groups language minority students from a single language background in the same classroom with language majority students.
  • Instruction is provided in both English and the minority language. Both groups have the opportunity to acquire proficiency in a second language while continuing to develop their native language skills. Students serve as native-speaker role models for their peers
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42
Q

The 2 Paradigms of Paulo Freire’s Banking Concept: Mythecisize Reality:

A 
Conceal certain facts which explain the way men exist:
Inhibits creativity
Resists dialogue
Isolates consciousness
Lectures
Non historical beings
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43
Q

The 2 Paradigms of Paulo Freire’s Banking Concept: Problem-Posing Education:

A

Encourages; dialogues, critical thinking, stimulates reality, inquiry/creative transformation, man’s history = starting point, affirms the process of becoming, education is ongoing, futurity/prophetic, power to perceive, humanism, liberating

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44
Q

Corson’s Discourse Norms

A
  • Often more than arbitrary habits that people acquire in their socialization.
  • Each can convey a subtle meaning of its own, whose rules of use can reflect core values of culture.
  • Basically the rules/approaches that each culture takes to education
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45
Q

Stephen Krashen’s 5 Hypothesis Regarding Language Acquisition

A 
The Acquisition - Learning Hypothesis
The Monitor Hypothesis
The Natural Order Hypothesis
The Input Hypothesis
The Affective Filter Hypothesis
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46
Q

Cummins’ Quadrant A:

BICS/Context Embedded

A

Survival Language
Following Directions with Model
Understanding with Speaker’s actions, facial expressions, gestures, etc
TPR - Total Physical Response
Choosing correct answer when given choices

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47
Q

Cummins’ Quadrant B:

BICS/Context Reduced

A 
Telephone Conversation
Filling out job application
Reading directions w/o illustrations
Simple written text
Simple homework w/no connection to classwork
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48
Q

Cummins’ Quadrant C:

CALP/Context Embedded

A

Book reports w/ templates
Instructions w/ graphic organizers, visuals, role play etc..
Presenting an academic paper
Dramatic scenes where students memorize lines
Doing hands-on experiments through scientific inquiry
Math w/ manipulations

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49
Q

Cummins’ Quadrant D:

CALP/Context Reduced

A 
Standardized tests
Text w/o Visuals
Lectures
Listening to the news
Math word problems
Mainstream content text
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50
Q

John Ogbu’s Voluntary/Involuntary Minorities

A

Involuntary minorities are constrained by social, school, and classroom structures that denied them equal opportunity for many generations… most of the research has concentrated on African American and indigenous peoples of North American or Aboriginal peoples elsewhere
*Voluntary minorities choose to immigrate, usually in search of work.

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51
Q

Cummins’ Additive/Subtractive Bilingualism

A

Educators who see their role as adding a second language and cultural affiliation to their students’ repertoire are likely to empower students more then those additive orientation does not require the actual teaching of a minority language.
*Educators must only communicate to the students and parents that the minority language and culture we valued within the context of the school.

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52
Q

Critical Language Awareness

A
  1. All language changes over time
  2. All spoken languages are equal in terms of linguistic potential
  3. Grammatically/communicative effectiveness are distinct and independent issues
  4. Written language/spoken language are historically, structurally, and functionally fundamentally different creatures
  5. Variation is intrinsic to all spoken language at every level, as mush of that variation serves an emblematic purpose
  6. Academics language differs from social language and is much more difficult to learn without prior education in L1
  7. There is much prejudice in Language and much discrimination in Discourse: Labeling, sexist language, discursive bias, rhetorical language
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53
Q

Cummins’ Quadrant A Activities:

BICS/Context Embedded

A
  1. Play charades to demonstrate the ability to communicate w/o using language
  2. A student will demonstrate the ability to communicate using tone/sounds only by answering a partners yes/no questions w/o opening his/her mouth
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54
Q

ESL Education

A
  • English as a second language
  • ESL students are designated to receive accommodations and support with their language acquisition goals
  • They benefit from scaffolding techniques
  • ESL Students are working to become fluent in oral, written, and spoken English
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55
Q

Cummins’ Threshold Hypothesis

A
  • If a certain academic/literacy threshold is not reached in the first language. Students may experience cognitive and academic difficulties in the second.
  • No longer using semi-lingualism - the belief that some language minority children do not know any language at all or speak their native and target languages with only limited ability - this belief has little validity.
  • The attainment of academic language proficiency is the main variable in school success.
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56
Q

Cummins’ Quadrant B Activities:

BICS/Context Reduced

A

Activity 1: Students will demonstrate the ability to communicate effectively over the telephone by working in partners. The partners will sit back to back and alternate being the character calling to inquire after the status of his/her job application and the character receiving the phone call.
Activity 2: Students will demonstrate their ability to follow directions by working through the 25 questions on the worksheet (if they actually follow the directions, the only action they will be #25 which is to put their name at the top of the page - the rest of the directions they should not actually follow)

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57
Q

Cummins’ Quadratic C Activities:

CALP/Context Embedded

A

Activity #1: Students will use Cornell Notes to organize the information they learn by reading Ch. 5 of the text book.
Activity #2: Students will interpret a poem by reciting it from memory in a dramatization

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58
Q

Cummins’ Quadrant D Activities:

CALP/Context Reduced

A

Activity 1: Students will take and pass the HSA’s the first time they take them
Activity 2: Students will solve equations by accurately interpreting word problems

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59
Q

Sociolinguistics

A

The effects of any and all aspects of society, including cultrual norms, expectations, and context, on the way language is used, and the effects of language use on society

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60
Q

Edward Sapir’s take on Culture

A

Any form of behavior, explicit or implicit, which cannot be directly explained as physiologically necessary but can be interpreted in terms of the totality of meanings of a specific group and which can be shown to be the result of a strictly historical process, is likely to be cultural in essence

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61
Q

The Culture Iceberg

A

Above the Water Line: Behavior, customs, rites, and traditions, language
Below the Water Line: Beliefs, values, assumptions, modes of thinking, conceptions of the world

62
Q

The Three Layers of Culture

A
  1. Outer Layer = Artifacts/Products
  2. Second Layer: Norms/Values
  3. Innermost Layer: Basic Assumptions
63
Q

Cultural Deficit Theory

A

Expectations of students based on a perceived lack of intellect or cultural sophistication, these expectations become a kind of self-fulfilling prophecy, and student performance falls. This ill-informed notion assumes that some students cannot achieve because of their culture, ethnicity, language, or race

64
Q

Acculturation

A

Acceptance of the new culture in integrated ways by adopting some of the values and practices of the new culture while maintaining some aspects of the original culture

65
Q

Assimilation

A

Becoming absorbed in to become similar or incorporated. Psychologists note that total assimilation may represent a total disjuncture between different parts of ones life, a rejection of one’s former self and a denial of identity

66
Q

Corson’s Communicative Competence

A
  • Refers to the language user’s knowledge of syntax, morphology, phonology, and semantics
  • Corson notes ESL students’ potential difficulty with:
  • Linguistic Competencies - use/interpret elements of English
  • Sociolinguistic Competencies - use language appropriately
  • Discourse Competencies - detect coherence of separate utterances
  • Social Competencies - empathy/ability to handle social situation
  • Sociocultural Competencies - familiarity with real world context
  • Strategic Competencies - use verbal/non-verbal to make up for gaps in English
67
Q

Cummins’ Interdependence Hypothesis

A

This hypothesis, represented as a ‘dual-iceberg,’ posits that every language contains surface features; however, underlying those surface manifestations of language are proficiencies (CUPS) that are common across languages. The dimension of language used on more cognitively demanding tasks that involve more complex language is CALP, which is transferable across languages.

68
Q

Cummins’ BICS:

Basic Interpersonal Communication Skills

A

BICS are language skills needed in social situations

  • It is the day-to-day language needed to interact socially with other people
  • Social interactions are usually context embedded. They occur in a meaningful social context they are not cognitively demanding
69
Q

The Prism Model:
By Thomas and Collier
Endorsed by Cummins

A

Four Interdependent Components of Language Acquisition

  1. Sociocultural
  2. Linguistic
  3. Academic
  4. Cognitive
    * See triangular contextual framework
70
Q

Language Development in the Prism Model

A
  • A linguistic process, the second components of the prism model, that consists of the subconscious aspect of language development (innate ability all humans possess for oral language), as well as metalinguistic, conscious formal teaching of language in school and acquisition of written system of language
  • To assure cognitive and academic success in 2nd language, s student’s L1 system, oral and written must be developed to a high cognitive level at least through elementary school
71
Q

Academic Development in the Prism Model

A

The 3rd component of the mode includes all school work in language areas, mathematics, the sciences and other areas for each grade level. Academic knowledge and conceptual development transfer from 1st to 2nd language.

72
Q

Cognitive Development in the Prism Model

A

The 4th component has been mostly neglected by research and is most overlooked with ELL’s. Critical to recognize CALP development in L1 and L2. Significant to stretch students cognitively by providing opportunities for higher order thinking skills

73
Q

Proxemics

A

Conscious/unconscious use of personal distance

74
Q

Haptics

A

Communication through touch

75
Q

Chronemics

A

Perceiving/using time

76
Q

Eye Contact

A

Looking at/averting eyes when communicating

77
Q

Transfer (role of L1 in L2 acquisition)

A

When a student can apply what she knows in her L1 into her L2 accurately and appropriately

78
Q

Interference (role of L1 in L2 acquisition)

A
  • Language learners will make mistakes when they try to transfer knowledge from their first language to their second language.
  • The errors we see the new language learner making are understandable. With some knowledge of how language is learned, teachers will understand why the first language often interferes with the second language
79
Q

Positive Aspects of the Role of L1 in L2 Acquisition

A
  • Gives students a foundation of knowledge on which to transfer and then build
  • Can prevent students from falling behind academically while learning the L2.
80
Q

Negative Aspects of the Role of L1 in L2 Acquisition

A

Mistakes in spelling, vocabulary, grammar, and syntax

81
Q

Nativists Theory by Noam Chomsky

A
  • Children are born with a basic innate language learning capacity, called the language acquisition device (LAD)
  • Children are born with innate structures that allow them to figure out linguistic rules of any language they re born into
  • The children do not respond to error correction but correct themselves in their own developmental time frame
82
Q

Initial Signs of Speech

A

1st: Crying, cooing, babbling = intended communication

2nd = one and two work utterances + “no” for negations and inflections for questions.

83
Q

Lev Vygotsky: The Zone of Proximinal Development

A

What learners can accomplish today with help, they can do alone tomorrow

84
Q

Brain Based Theories

A
  • Learning a language is complex and includes more issues than just cognitive functions.
  • There are numerous factors influencing language acquisition, including age, motivation, comprehensible input, affective conditions, and the methods used in teaching and learning.
85
Q

Parallel Distributed Processing (PDP)

A
  • The human brain is thought to be capable of precessing multiple pieces of information simultaneously.
  • Second language learning parallels the developmental stages of L1 acquisition.
86
Q

Hill-Flynn’s 5 Stages of L2 Development (*critical for teachers to understand)

A
  1. Preproduction
  2. Early Production Stage
  3. Speech Emergence Stage
  4. Intermediate Fluency Stage
  5. Fluency
87
Q

Hill & Flynn’s Preproduction Stage of L2 Development

A 
The Silent Period:  
*Process up to 500 words
*Tire easily because brain's work so hard
Teachers should:
*Speak clearly
*State key words more than once
May last up to 6 months
88
Q

The Early Production Stage of Hill & Flynn’s L2 Development

A

Occurs between 6 months to a year.
Activate the use of their vocabularies
Add an additional 500 vocabulary words
Combine words into phrases or repeat memorized utterances
*Teachers Should: Use visuals, ask yes/no questions, accept short responses, adapt content material, encourage writing using sentence frames

89
Q

The Speech Emergence Stage of Hill & Flynn’s L2 Development

A

Occurs between the 1st and 3rd years of learning L2. Students communicate using simple sentences and phrases. Vocab has grown to 3, 000 words.
**Teachers should: engage students in modified content area activities, buddy reading, journal writing, vocabulary building activities

90
Q

Intermediate Fluency Stage of Hill & Flynn’s L2 Development

A 
Takes place between the 3rd and 5th years of learning a student have an active vocabulary of 6,000 words.  
**Teachers should:  use students' mistakes as tools for learning suggesting improvement and modeling appropriate usage; integrate strategies for students to use independently in class or at home
91
Q

Fluency Stage of Hill and Flynn’s L2 Development

A

It takes between 5-10 years to achieve advanced fluency in L2

92
Q

Individual Differences that Impact L2 Acquisition

A

Ability and Attitude
Skills and Competencies
Contextual and Situational Factors
Linguistic Inputs and Learner Processes

93
Q

Morphology

A

The study of word formation

94
Q

Syntax

A

Word order in a language

95
Q

Semantics

A

The study of meaning, words, and phrases

96
Q

Phonology

A

The study of the sound system of a language

97
Q

Code-switching

A

When a student is speaking one language, but interjects a word or a phrse from another language

98
Q

Assimilation

A
  • Becoming absorbed in, to become similar to or incorporated into
  • A total disjuncture between different parts of one’s life, a rejection of one’s former self and a denial of identity
  • Freire: “Too complete an assimilation has to negative adaptive value and would indicate an incomplete process of adaption.” This is not the goal of education in a multicultural, multilingual society
99
Q

Plyer vs Dow

A

1981: Supreme Court ruled that it was unconstitutional to deny undocumented immigrants access to public schools

100
Q

Castaneda vs Pickard

A

1981: 2nd most significant court decision; class action suit of Mexican Americans agains Raymondville, TX. Resulted in Equal Education opportunities Act: instrument for measuring the quality of billingual education programs.
* 3-Step Test:
1. Must be anchored in educational theory
2. Must be adequate resources/personnel
3. Must reflect sound practices in all content areas

101
Q

MLK vs Ann Arbor

A

1979: Civil Class-action suit against Alaska for discrimination against children. Required that children attend boarding schools far away from their home; initiated a loss of culture for these students

102
Q

Ogbu on Voluntary/Involuntary Minorities:

A

Involuntary minorities have not had their cultural and linguistic capital fully recognized and their cultural interests have not been conuslted by policy makers at system or school levels

103
Q

Freire’s Banking vs. Problem-Posing Education: Banking

A
  • The scope of action allowed to the students extends only as far as receiving, filling, and storing deposits
  • Students = objects of assistance
  • INHIBITS creativity
  • Resists dialogue
104
Q

Freire’s Banking vs. Problem-Posing Education: Problem-Posing Education

A
  • Viewing the world in transformation
  • Makes students critical thinkers
  • Develops the power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation
105
Q

Bourdieu’s Cultural Capital

A

The advantages that people acquire as a part of their life experiences, their peer group contacts, and their family backgrounds

106
Q

Bourdieu’s Symbolic Capital

A

The image of respectability, worthiness, and dignified authority that people acquire throughout their lives, often devoting themselves painstakingly to maintaining and elaborating their personal reputations

107
Q

Bourdieu’s Linguistic Capital

A

The most important part of cultural heritage. More than the competence to produce grammatically well-formed expressions and forms of languages. It also includes the ability to use appropriate norms for lanugage use and to produce the right expressions at the right time for a particular linguistic market

108
Q

First Language Acquisition vs. Second Language Acquisition

A 
1 = Life-long process:  2 = Equally Complex
1st = Birth-5 = oral language acquisition:  Phonology, Vocabulary, Grammar, & Semantics.  2nd = A child bilingual from birth goes through subconscious process with both languages - combines aspects of two languages into one system
1st = Each grade level adds cognitive complexity.  2nd = Age 3-5 begin to separate languages into 2 different ones
109
Q

Appropriate Assessments for ELL’s

A 
Drawings
Audio/Video Recordings
Checklists
Informal Assessments
Portfolios
KWL Charts
 Holistic Writing Rubrics
110
Q

Family Outreach

A
  • Learn about students’ families/communities by visiting homes/community centers
  • Invite parents to school to share views in discussion panels
  • Interactive journals
  • Translate school announcements
  • Have interpreters at meetings
  • Offer intercultural classes for teachers/school personnel/newcomers
111
Q

Negative Portrayals of Different Ethnicities in Film/Media

A

Asians as the yellow pearl/yellow face

112
Q

Nieto’s Definition of Multicultural Education

A
  • To provide an equitable and high-quality education for all students
  • To provide an apprenticeship for active participation in democracy to prepare students for their roles as active and critical citizens
  • “A process of comprehensive and basic education for all that challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms pluralism (ethnic, racial, linguistic, religious, economic, gender, etc…) students and their communities.
113
Q

Gestures

A

Fingers, thumbs up in Hawaiian means money; Brazilian culture it is sexual; American culture it means ok

114
Q

Kinesics

A

Body Language

115
Q

Proxemics

A

Personal Distance

116
Q

Para Linguistics

A

Speech/Vocal

117
Q

Proxemics

A

Personal Space

118
Q

Chronemics

A

Time

119
Q

Heritage Languages

A

Heritage Languages are incompletely acquired versions of lanuages spoken at home but not spoken in the wider community. Heritage speakers acquire the home language before acquiring the regions’ dominant language.

  • Heritage Language students are individuals who:
  • are raised in homes with non-English speaking family members
  • speak or merely understand the heritage language
  • are at some degree bilingual in English and the heritage language
120
Q

Marxist Gramsci’s Cultural Hegemony

A

The domination of a culturally diverse society by the ruling class, who manipulates the culture of the society

121
Q

Linguistic Hegemony

A

The domination of a culturally diverse society by the ruling class, who manipulates the language of the society

122
Q

Delpit’s Language Ideology

A

A set of beliefs about language use and roles of language.
*How a speaker chooses to use language to express one’s self through forms of coded language, semantics, style, grammar, tome, register, inflections, non-verbal cues, sentence structure, and written symbols.

123
Q

Lippi Green’s Language Ideology

A

The ideas with which participants and observers frame their understanding of linguistic varieties and the differences among them, and map those understandings onto people, events, and activities that are significant to them

124
Q

Tossed Salad

A
  • We are a tossed salad of mixed-together of all of our individual characteristics standing out to contribute to the whole.
  • The history of the English language and the changes it has undergone throughout time: Old English; Middle English: Early Modern English: Modern English
  • The English language has evolved over time and has become a global language
125
Q

Paulo Freire’s Banking Concept of Education

A
  • Students are treated as “containers, receptacles” to be “filled” by the teacher. Education is an act of depositing and students are the depositories.
  • Instead of communicating, the teacher issues communique’s and makes deposits which the students patiently receive, memorize, and repeat. The students only extend as far as receifing, filing, and storing the deposits.
126
Q

Teacher/Student concept of Paulo Freire’s Banking Concept: The Teacher:

A 
Teach
Know everything
Think 
Talk
Discipline
Choose/Enforce his/her choice acts
Choose program content
Professional authority
Subject of learning process
127
Q

Teacher/Student Concept of Paulo Freire’s Banking Concept: Student Concept:

A 
Are Taught
Know nothing
Are thought about
Listen
Comply
Have illusions through teacher's actions
adapt
lack of freedom
object of learning process
128
Q

Zwiers’ Ways to Develop Academic Language Skills

A 
Graphic Organizers
Pictures
Charts/tables
Cornell Notes
Word Bank
Alternative Assessments:  Portfolio, video, phot presentation, painting/drawing, venn diagram, concept map
129
Q

Lippi Greene’s definition of linguicism

A

Ideologies, structures, and practices which are used to legitimate, effectuate, and reproduce an unequal division of power and resources (both material/nonmaterial) between groups which are defined on the basis of language (on the basis of their mother tongues)

130
Q

Assimilationist Views Concerning Social Inequality and Language Policy

A

Linguistic assimilation is the idea of conforming to the dominant or majority language and culture

131
Q

Cummins’ CALP: Cognitive Academic Language Proficiency

A
  • CALP refers to formal academic learning.
  • This includes: listening, speaking, reading, writing about submect area content
  • This level of language learning is essential for students to succeed in school
  • Students need time and support to become proficient in academic areas
132
Q

BICS: Context Embedded

A

Context embedded means that the converstaion is often face-to-face, offers many cues to the listener such as facial expressions, gestures, concrete objects of reference

133
Q

CALP: Context Reduced

A

Context reduced is the language of the classroom in which there are fewer non-verbal cues and the language is more abstract

134
Q

Cummins’ CALP: Common Underlying Proficiency

A
  • In the course of learning one language, a set of skills and implicit metalinguistic knowledge is learned that can be applied to learning another language.
  • The cup provides the basis for the development of both the L1 and L2
  • Any expansion of the cup in one language benefits the other language
  • Why its easier to learn additional languages
135
Q

Bourdieu’s Linguistic Capital

A

Grammatically well-formed expressions and forms of language. Ability to appropriate norms for language to produce the right expression for particular “linguistic markets”

  • Symbolic power-status, vocabulary diversity, reputation, marker of proficiency, respectability
  • Buzz words: Discourse, values, social attributes, signs, social power, symbols, schools
  • “Culture” = an economic system
136
Q

Bourdieu’s Cultural Capital

A

Advantages that people acquire a part of their life experiences, peer group contracts, and family backgrounds:
good taste, style, certain kinds of knowledge, abilities, presentation of self

137
Q

Linguicism (general definition)

A

Ideology of correctness of language usage

*Language is the means for effecting or maintaining an unequal allocation of power and resources

138
Q

Deep Culture

A

How people live and function
Death
Religion

139
Q

Pluralist views concerning social inequality and language policy

A

The belief that cultural groups should maintain their native cultures in combination with the dominant culture of society. Pluralist policies affirm the multilingual nature of society, consider multiple languages as national resources to be protected and promoted for everyone’s benefit, concede linguistic rights to everyone to maintain their native languages through the educational system.

140
Q

Surface Cultural Differences

A

Dress, food, music

141
Q

Nieto’s Recommendation for Strengthening Understanding of Diversity and Achieving

A
  • Teacher education courses should provide experiences for teachers to confront their own biases/limitations
  • Close/Collaborative arrangements with other departments and programs to ensure a broad-based/comprehensive education in arts, physical biological sciences, etc…
  • How culture influences student learning
  • What tests are for
  • How students can take a key role in their own learning
  • PTC, attendance committees, PTO, board Meetings
142
Q

Bourdieu

A

Capital: Cultural, Symbolic, Linguistic

  • Marginalized students adjust expectations down; lower expectations affect the way they look at the world
  • Marginalized students may be kept away from available opportunities by their parents
  • Criteria to judge success may be slanted toward the dominant group
  • Schools place more value on cultural capital of the dominant group
143
Q

Labov:

A
  • Studied AAVE and Puerto Rican vernacular
  • Argued that there is no basis for attributing poor performance to grammar, phonology
  • Noted that stigmatized features of speech are judged most harshly by those whose speech most exhibits those features
  • Vernaculars can be a form of resistance to mainstream culture
  • MLK vs Ann Arbor: 1979 Case: Court Ruling: No language variety is an obstacle to academic success
144
Q

Cummins’ Schools that Empower

A
  • Incorporate minority students’ culture/language: Additive/Subtractive Ed; Foster Social Activities in the Classroom
  • Include the minority community: Collaborative/Exclusionary involvement
  • Solid Pedagogical assumptions made in class: Aim to liberate students - generator of knowledge; genuine dialogue
  • Fair assessments of minority students: advocate for students
145
Q

Pragmatics

A

The study of how people use language within a certain context and why people use language in a particular way

146
Q

Social Justice in Education

A

Implies that all students have an equal opportunity to educational opportunities

147
Q

Zwiers: How to help students acquire their third language - Academic English

A
  • Context is a combination of the meaning of surrounding words, any accompany visuals, and the overall meaning of a passage
  • Recognize words that describe thinking skills (CALP/Vocabulary)
  • Read challenging but understandable text
  • Take risks in the new language - safe environment
  • Converse with native speakers about academic topics
  • Owning the language: ‘hear, harness, and own the academic language they need for success.’
148
Q

Cummins

A
  • Status/power relations between groups are an important part of any comprehensive account of minority students’ school failure
  • In order to be successful, minority groups must not perceive themselves as inferior
  • Students who are empowered by their school experiences develop the ability, confidence, and motivation to succeed academically
149
Q

Social Interactionist Theory

A
  • The child’s linguistic environment is instrumental in language acquisition.
  • As social environment of speech between a parent/child (motherese/parentese) is believed to promote active negotiation of meaning as they interact
150
Q

Atkinson: Implications of a Sociocognitive Approach to SLA

A
  1. Peers can be teachers depending on the situation
  2. Language and its acquisition is not disconnected from the rest of the world
    * Language-in-the-world suggests a richness of power - it promotes and reinforces many connections to other realms of inquiry and practices such as culture and discourse
151
Q

Atkinson: Phenomena that sociolinguists believe are central to language qcquistion

A
  1. Politeness, identity, presentation of self- a major use of language is to negotiate and maintain relationships between people.
  2. Perspective taking/contextualizing cueing - all language incorporates markers of how it is to be interpreted - intonation, loudness, emphasis
  3. Language in context and language never occurs apart from a rich set of situational/sociocultural/historical/existential correlaties
  4. Turn taking, participation in language activity is socially apportioned are critical to language as social phenomena
  5. Speech is an interactional accomplishment - oral language is structured across individuals rather than by individuals
  6. Social indexicality - indexicality suggests that all and important use of language to orient oneself to others in the world
152
Q

Atkinson’s Sociocognitive Approach to Second Language Acquisition (SLA)

A
  • SLA is a view of language/language acquisition as simultaneously occurring/interactively constructed both in the head/in the world.
  • Mutually embedded as are the forest/trees - recognize the essential/inseparable roles of societal heritage, social engagement and individual efforts
  • Language is social - a social practice/tool
153
Q

Thomas and Collier’s Prism Model (endorsed by Cummins): Social and Cultural Processes

A

The Academic Development, Language Development, and Cognitive Development that is central to a student’s acquisition of language

Language & Intercultural Communication (1 decks)

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