Professional Documents
Culture Documents
English Language Learners come to school with different linguistic, social and
cultural behaviors that are often mistaken for developmental deficits. This results in a
referral for language assessment and/or assessment for special education services. The
assumption is that the student has an intrinsic problem with learning that requires
remediation before school learning can begin (Figueroa & Garcia, 1994). To avoid falsely
and sensitivity to the child’s background and the cultural practices of the child’s family
and ethnic group (De Montfort Supple, 1996; Langdon, 1996; Roseberry-McKibbin,
1994).
Langdon (1996) identified three contextual variables that most influence the
acquisition of English for Hispanics. The use of these variables: the social, the family
and the instructional context, as broad categories provides a useful framework for
consideration of social and cultural issues that can easily be generalized to other
immigration, bilingual education, and English language learners. While the attitude of the
larger society is an important influence, the attitudes present in local schools and
communities also influence how students view their language and culture (Langdon,
1996). When the home language and culture are viewed as inferior to that of the majority
culture, students quickly become aware of this (Du Montfort Supple, 1996). Such
devaluation of the home language can be a factor in arrested language development in the
Factors to consider in the family context are numerous. The parents’ proficiency
in English and the native language, the parents’ level of formal education, and the
demands imposed by the parents’ occupations all play a role in the parents’ involvement
with their child’s education. Many parents are unable to help their children with formal
education tasks as they lack the language or academic skills to do so. The demands
imposed by the parents occupations may also limit the time they have available to interact
with their children or with school personnel about academic concerns (Langdon, 1996).
(1996) states that students from middle class backgrounds are more successful at
acquiring the majority language “…because schools tend to reinforce practices followed
by the parents” (P.44). However, when bilingualism results from necessity rather than
choice, as is the case when immigration occurs due to political or economic necessity,
socioeconomic factors are usually present. Under these circumstances, (Du Montfort
Supple, 1996).
and the amount and type of verbal interaction that occurs within families is another
student and the extent to which the parents’ interactional styles match those of the
academic setting influence the child’s success in an academic setting (Langdon, 1996;
education and believe that bilingualism and biculturalism are assets, they tend to become
bilingual and bicultural more easily (Langdon, 1996). Conversely, a family that intends
to return to the homeland may not view bilingualism and biculturalism as necessary and
may not encourage or promote the students’ mastery of English (Schiff-Myers, 1992).
When considering factors in the instructional context, the following factors are
worthy of consideration: the language of instruction for the student, the student’s
relationship with the teacher, the teacher’s attitude toward ELL students, the student’s
opportunities for interaction with native speaking adults and peers, and the instructional
Students from diverse linguistic backgrounds learn English best when teachers
use these strategies: good communicative skills such as clear instructions and
feedback on the students progress; a positive attitude toward the children and
close contact with their parent and families; and a nonauthoritative interaction
meaningful activities with opportunities for hands-on projects and small group
(p.48).
ease with the culture as well as competence in the language (Cheng, 1996). Cheng states
that “a thorough understanding of the meaning of language, its different aspects, and the
factors that influence language and interaction (such as tradition, role definition, folk-
with the culture, does not necessarily mean adoption of the culture. A student who has a
learned a second language will use it when appropriate “…but behave culturally as
learned as part of the first language” (Du Montfort Supple, 1994, p. 4).
Linguistic Factors
Language Proficiency
primary language and the child’s dominant language. The two are not necessarily the
same. The child’s primary language as the language the child first learned to speak in the
home. The child’s dominant language is the language in which the child is most
comfortable and most proficient at present. The child’s primary language can be
Although one might assume that the purpose of determining language proficiency
is to determine the appropriate language for assessment, assessment in only one language
would provide an incomplete picture of the child’s language skills (Umbel, Pearson,
proficiency should be assessed primarily to ensure that a child’s lack of progress is not
due just to low or developing English skills”(p.81). She further stated that “a language
disorder is defined as a child’s underlying inability to learn and process any langauge
adequately. This disability will be manifest in both languages, as the child’s language
learning ability is inadequate for the learning of any language” (p. 81).
A common misconception regarding language proficiency is that an English
the English language have been mastered. Such an assumption may lead to the erroneous
belief that an English Language Learner has an academic deficit (Cummins, 1994).
that is, supported by meaningful interpersonal and contextual cues. Conversational skills,
message depends heavily on knowledge of the language itself” (Cummins, 1994, p.11).
Students, therefore, may exhibit temporary difficulties, which can be mistaken for
References
Pena, E., Quinn, R., & Iglesias, A. (1992). The application of dynamic methods
(3), 269-280.