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In this section of The Diversity Kit, we highlight the fact that language and culture are deeply intertwined. We also maintain that all language varieties, including what is traditionally referred to as dialect, pidgin or Creole, are equally complex systems of communication that are appropriate to meet the communicative needs of a particular speech community.
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THE
DIVERSITY
KIT
An Introductory Resource for
Social Change in Education
PART III:
LANGUAGE
THE
DIVERSITY
KIT
An Introductory Resource for
Social Change in Education
PART III:
LANGUAGE
The Northeast and Islands Regional Educational Laboratory
a program of The Education Alliance at Brown University
The LAB, a program of The Education Alliance at Brown University, is one of ten educational
laboratories funded by the U.S. Department of Education’s Office of Educational Research and
Improvement. Our goals are to improve teaching and learning, advance school improvement, build
capacity for reform, and develop strategic alliances with key members of the region’s education and
policymaking community.
The LAB develops educational products and services for school administrators, policymakers,
teachers, and parents in New England, New York, Puerto Rico, and the Virgin Islands. Central
to our efforts is a commitment to equity and excellence. Information about LAB programs and
services is available by contacting:
LAB at Brown University
Phone: 800-521-9550
The Education Alliance
E-mail: info@lab.brown.edu
222 Richmond Street, Suite 300
Web: www.lab.brown.edu
Providence, RI 02903-4226
Fax: 401-421-7650
Development of this product was begun under a previous regional educational laboratory contract by
the Language and Cultural Diversity Laboratory Networking Program. Many of the participants are
acknowledged as authors below, but the group as a whole deserves acknowledgment for working
together to shape an approach to the product that could best serve educators and their students.
THE DIVERSITY KIT: CONTRIBUTORS
Authors:
Editors:
Charles Ahearn, SERVE
Tom Crochunis, LAB
Deborah Childs-Bowen, SERVE
Susan Erdey
Maria Coady
Jessica Swedlow, LAB
Ken Dickson, MCREL
Graphic Design:
Charlene Heintz, LAB
Sherri King-Rodrigues, LAB
Kendra Hughes, NWREL
Maggie Rivas, SEDL
Production:
Brenda Rodrigues, NCREL
Patricia Hetu, LAB
Elise Trumbull, WESTED
Publications Assistant:
Kim Uddin-Leimer
Kristin Latina, LAB
L. David Van Broekhuzen, PREL
Maria Wilson-Portuondo
Belinda Williams
Completion of The Diversity Kit was made possible by the leadership and coordina-
tion of Maria Pacheco, director of Equity and Diversity Programs for The Education
Alliance at Brown University, who oversees the LAB’s national leadership area of
teaching diverse learners.
Members of the LAB’s National Leadership Advisory Panel contributed to the review
of this document. Their recommendations help assure that the LAB’s work concerning
equity and diversity is appropriate, effective, and useful in the field, particularly in
improving educational outcomes for students with diverse linguistic and cultural
backgrounds.
National Leadership Area Advisory Panel:
Thelma Baxter
Annette Lopez de Mendez
María Estela Brisk
Delia Pompa
Joyce L. Epstein
Warren Simmons
Sandra Fradd
Dean Stecker
Joel Gomez
Adam Urbanski
Gloria Ladson-Billings
Charles V. Willie
Lily Wong Fillmore
This publication is based on work sponsored by the Office of Educational Research and Improvement
(OERI), U.S. Department of Education, under Contract Number ED-01-CO-0010. Any opinions, findings,
and conclusions or recommendations expressed in this material are those of the authors and do not
necessarily reflect the views of OERI, the U.S. Department of Education, or any other agency of the
U.S. Government.
Copyright © 2002 Brown University. All rights reserved.
CONTENTS
Executive Summary .................................................................................. 1
Language, Culture, and Schooling .......................................................... 3
Guiding Questions .................................................................................... 3
The Ability of Language to Shape Life Chances ..................................... 5
Cultural Differences in Communication Style and Language Use ........ 6
ACTIVITY: Exploring Storytelling ................................................ 8
Direct and Indirect Speech ...................................................................... 9
VIGNETTE: Communicating Bad News ..................................... 10
VIGNETTE: The Field Trip .......................................................... 12
Language Attitudes .............................................................................. 14
Language Varieties: Dialects, Pidgins, and Creoles ........................... 15
ACTIVITY: Exploring Language Variation ................................ 17
CASE STUDY: African American Vernacular English ....................
(Black Language) ....................................................................... 20
Learning a Second Language................................................................. 25
Guiding Questions .................................................................................. 25
Theories of Bilingualism and Second Language Acquisition .............. 27
ACTIVITY: Interview with a Second Language Learner .......... 30
Environmentalist Theory ...................................................................... 31
ACTIVITY: Schumann’s Social and Psychological Distance ...... 32
Nativist Theories ................................................................................... 33
ACTIVITY: Krashen’s Acquisition-Learning Hypothesis ........... 35
Developmental Stages of Sequence of Language Acquisition ........... 42
VIGNETTE: Silent Period: Marta and Esteban ......................... 42
ACTIVITY: Language Experience Approach ............................ 46
Models of Bilingual Education ............................................................... 49
Language and Literacy ........................................................................... 53
Guiding Questions .................................................................................. 53
Cultural Approaches to Literacy ............................................................ 54
VIGNETTE: Class Books ............................................................. 56
Oral Language as the Basis for Written Language ............................. 57
Elements of Literacy Proficiency .......................................................... 58
Phonological Awareness ........................................................... 58
Print-Based Skills ........................................................................ 60
Vocabulary and Prior Knowledge ............................................. 60
ACTIVITY: Semantic Mapping ....................................... 62
Knowledge of Discourse Structures .......................................... 63
Knowledge of Appropriate Literary Styles .............................. 63
Purposes for Reading ................................................................ 64
Second Language Issues in Acquiring Literacy ................................... 65
VIGNETTE: Disproportionate Representation of English .
Language Learners ......................................................... 67
Knowledge of Morphology ...................................................... 68
Knowledge of Syntax ................................................................ 68
ACTIVITY: Critical Literacy ............................................. 71
ACTIVITY: Exploring Literacy for English Language .........
Learners ........................................................................... 72
Different Orthographies ...................................................................... 73
Language and Assessment .................................................................... 77
Guiding Questions .................................................................................. 77
Assessing Language Proficiency ............................................................ 78
Language Factors, Content Mastery, and Assessment ........................ 82
Assessment as a Cultural Event ............................................................. 85
VIGNETTE: Hermana May Understand, but I Can’t Tell .......... 86
Authentic Assessment and Second Language Learners ...................... 90
ACTIVITY: Assessment Design Self-Assessment Checklist ....... 93
A Note on Grading ................................................................................. 94
ACTIVITY: Grading the Work of English Language Learners .... 94
Language Differences, Language Deficits, and Learning Problems .... 93
References ............................................................................................... 97
Resources and Further Reading ........................................................... 107
Web Sites and Online Resources ......................................................... 109
Videos .................................................................................................... 111
PART III: LANGUAGE
Activity
Title
Page #
ACTIVITY
Exploring Storytelling
8
VIGNETTE
Communicating Bad News
10
VIGNETTE
The Field Trip
12
ACTIVITY
Exploring Language Variation
16
CASE STUDY
African American Vernacular English (Black Language)
20
ACTIVITY
Interview with a Second Language Learner
30
ACTIVITY
Schumann’s Social and Psychological Distance
32
ACTIVITY
Krashen’s Acquisition-Learning Hypothesis
35
VIGNETTE
Silent Period: Marta and Esteban
42
ACTIVITY
Language Experience Approach
46
VIGNETTE
Class Books
56
ACTIVITY
Semantic Mapping
62
VIGNETTE
Disproportionate Representation of English
Language Learners
67
ACTIVITY
Critical Literacy
71
ACTIVITY
Exploring Literacy for English Language Learners
72
VIGNETTE
Hermana May Understand, but I Can’t Tell
86
ACTIVITY
Assessment Design Self-Assessment Checklist
93
ACTIVITY
Grading the Work of English Language Learners
94
DIVERSITY
KIT
An Introductory Resource for
Social Change in Education
PART III:
LANGUAGE
THE
DIVERSITY
KIT
An Introductory Resource for
Social Change in Education
PART III:
LANGUAGE
The Northeast and Islands Regional Educational Laboratory
a program of The Education Alliance at Brown University
The LAB, a program of The Education Alliance at Brown University, is one of ten educational
laboratories funded by the U.S. Department of Education’s Office of Educational Research and
Improvement. Our goals are to improve teaching and learning, advance school improvement, build
capacity for reform, and develop strategic alliances with key members of the region’s education and
policymaking community.
The LAB develops educational products and services for school administrators, policymakers,
teachers, and parents in New England, New York, Puerto Rico, and the Virgin Islands. Central
to our efforts is a commitment to equity and excellence. Information about LAB programs and
services is available by contacting:
LAB at Brown University
Phone: 800-521-9550
The Education Alliance
E-mail: info@lab.brown.edu
222 Richmond Street, Suite 300
Web: www.lab.brown.edu
Providence, RI 02903-4226
Fax: 401-421-7650
Development of this product was begun under a previous regional educational laboratory contract by
the Language and Cultural Diversity Laboratory Networking Program. Many of the participants are
acknowledged as authors below, but the group as a whole deserves acknowledgment for working
together to shape an approach to the product that could best serve educators and their students.
THE DIVERSITY KIT: CONTRIBUTORS
Authors:
Editors:
Charles Ahearn, SERVE
Tom Crochunis, LAB
Deborah Childs-Bowen, SERVE
Susan Erdey
Maria Coady
Jessica Swedlow, LAB
Ken Dickson, MCREL
Graphic Design:
Charlene Heintz, LAB
Sherri King-Rodrigues, LAB
Kendra Hughes, NWREL
Maggie Rivas, SEDL
Production:
Brenda Rodrigues, NCREL
Patricia Hetu, LAB
Elise Trumbull, WESTED
Publications Assistant:
Kim Uddin-Leimer
Kristin Latina, LAB
L. David Van Broekhuzen, PREL
Maria Wilson-Portuondo
Belinda Williams
Completion of The Diversity Kit was made possible by the leadership and coordina-
tion of Maria Pacheco, director of Equity and Diversity Programs for The Education
Alliance at Brown University, who oversees the LAB’s national leadership area of
teaching diverse learners.
Members of the LAB’s National Leadership Advisory Panel contributed to the review
of this document. Their recommendations help assure that the LAB’s work concerning
equity and diversity is appropriate, effective, and useful in the field, particularly in
improving educational outcomes for students with diverse linguistic and cultural
backgrounds.
National Leadership Area Advisory Panel:
Thelma Baxter
Annette Lopez de Mendez
María Estela Brisk
Delia Pompa
Joyce L. Epstein
Warren Simmons
Sandra Fradd
Dean Stecker
Joel Gomez
Adam Urbanski
Gloria Ladson-Billings
Charles V. Willie
Lily Wong Fillmore
This publication is based on work sponsored by the Office of Educational Research and Improvement
(OERI), U.S. Department of Education, under Contract Number ED-01-CO-0010. Any opinions, findings,
and conclusions or recommendations expressed in this material are those of the authors and do not
necessarily reflect the views of OERI, the U.S. Department of Education, or any other agency of the
U.S. Government.
Copyright © 2002 Brown University. All rights reserved.
CONTENTS
Executive Summary .................................................................................. 1
Language, Culture, and Schooling .......................................................... 3
Guiding Questions .................................................................................... 3
The Ability of Language to Shape Life Chances ..................................... 5
Cultural Differences in Communication Style and Language Use ........ 6
ACTIVITY: Exploring Storytelling ................................................ 8
Direct and Indirect Speech ...................................................................... 9
VIGNETTE: Communicating Bad News ..................................... 10
VIGNETTE: The Field Trip .......................................................... 12
Language Attitudes .............................................................................. 14
Language Varieties: Dialects, Pidgins, and Creoles ........................... 15
ACTIVITY: Exploring Language Variation ................................ 17
CASE STUDY: African American Vernacular English ....................
(Black Language) ....................................................................... 20
Learning a Second Language................................................................. 25
Guiding Questions .................................................................................. 25
Theories of Bilingualism and Second Language Acquisition .............. 27
ACTIVITY: Interview with a Second Language Learner .......... 30
Environmentalist Theory ...................................................................... 31
ACTIVITY: Schumann’s Social and Psychological Distance ...... 32
Nativist Theories ................................................................................... 33
ACTIVITY: Krashen’s Acquisition-Learning Hypothesis ........... 35
Developmental Stages of Sequence of Language Acquisition ........... 42
VIGNETTE: Silent Period: Marta and Esteban ......................... 42
ACTIVITY: Language Experience Approach ............................ 46
Models of Bilingual Education ............................................................... 49
Language and Literacy ........................................................................... 53
Guiding Questions .................................................................................. 53
Cultural Approaches to Literacy ............................................................ 54
VIGNETTE: Class Books ............................................................. 56
Oral Language as the Basis for Written Language ............................. 57
Elements of Literacy Proficiency .......................................................... 58
Phonological Awareness ........................................................... 58
Print-Based Skills ........................................................................ 60
Vocabulary and Prior Knowledge ............................................. 60
ACTIVITY: Semantic Mapping ....................................... 62
Knowledge of Discourse Structures .......................................... 63
Knowledge of Appropriate Literary Styles .............................. 63
Purposes for Reading ................................................................ 64
Second Language Issues in Acquiring Literacy ................................... 65
VIGNETTE: Disproportionate Representation of English .
Language Learners ......................................................... 67
Knowledge of Morphology ...................................................... 68
Knowledge of Syntax ................................................................ 68
ACTIVITY: Critical Literacy ............................................. 71
ACTIVITY: Exploring Literacy for English Language .........
Learners ........................................................................... 72
Different Orthographies ...................................................................... 73
Language and Assessment .................................................................... 77
Guiding Questions .................................................................................. 77
Assessing Language Proficiency ............................................................ 78
Language Factors, Content Mastery, and Assessment ........................ 82
Assessment as a Cultural Event ............................................................. 85
VIGNETTE: Hermana May Understand, but I Can’t Tell .......... 86
Authentic Assessment and Second Language Learners ...................... 90
ACTIVITY: Assessment Design Self-Assessment Checklist ....... 93
A Note on Grading ................................................................................. 94
ACTIVITY: Grading the Work of English Language Learners .... 94
Language Differences, Language Deficits, and Learning Problems .... 93
References ............................................................................................... 97
Resources and Further Reading ........................................................... 107
Web Sites and Online Resources ......................................................... 109
Videos .................................................................................................... 111
PART III: LANGUAGE
Activity
Title
Page #
ACTIVITY
Exploring Storytelling
8
VIGNETTE
Communicating Bad News
10
VIGNETTE
The Field Trip
12
ACTIVITY
Exploring Language Variation
16
CASE STUDY
African American Vernacular English (Black Language)
20
ACTIVITY
Interview with a Second Language Learner
30
ACTIVITY
Schumann’s Social and Psychological Distance
32
ACTIVITY
Krashen’s Acquisition-Learning Hypothesis
35
VIGNETTE
Silent Period: Marta and Esteban
42
ACTIVITY
Language Experience Approach
46
VIGNETTE
Class Books
56
ACTIVITY
Semantic Mapping
62
VIGNETTE
Disproportionate Representation of English
Language Learners
67
ACTIVITY
Critical Literacy
71
ACTIVITY
Exploring Literacy for English Language Learners
72
VIGNETTE
Hermana May Understand, but I Can’t Tell
86
ACTIVITY
Assessment Design Self-Assessment Checklist
93
ACTIVITY
Grading the Work of English Language Learners
94
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