1. Chapter 7: Language Multicultural Education in a Pluralistic Society,
9th Edition
Donna M. Gollnick and Philip C. Chinn
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2. Language
Language is a system of vocal sounds and/or nonverbal systems by which individuals communicate.
It is a critical tool in the development of identity, self-awareness, and intellectual and psychological growth.
Students with limited English proficiency may suffer institutional discrimination.

3. Language as a Socializing Agent
Language is used to socialize children into linguistic and cultural communities.
Children learn almost instinctively the right word, the right responses, and the right gestures for situations.
Native speakers unconsciously know and obey rules and customs of their language community.
Almost all children have the ability to learn one or more native languages.

4. There were 381 languages spoken in the United States in 2007.
Language Diversity
There were 55 million non-English speakers in the United States in the year 2007.
There were 381 languages spoken in the United States in 2007.
This figure does not include the millions of English-speaking individuals whose dialects are sometimes labeled as nonstandard.

5. Nature of Language
There is no good language or bad language from a linguistic view; languages are simply different.
Society places different social values on different language and dialect groups.
Status judgments are based not on linguistic grounds but on social grounds.
All languages are equal in that they meet the social and psychological needs of their speakers.

6. Language use is culturally determined.
Cultural Influences
Language use is culturally determined.
For effective communication to take place, enough cultural similarities must exist for the receiver to understand the message.
Language is very much cultural and is usually related to one’s ethnic, geographic, gender, or class origins.
Language systems are dynamic and change constantly as society changes.

7. Language Differences
There are 6,909 living languages in the world today. Social variables contribute to language differences. Both class and ethnicity reflect differences in language.

8. Bilingualism
Language diversity is maintained primarily because of continuing immigration from non-English speaking countries.
Bilingualism, the ability to speak two languages, is often difficult for students to maintain without support structures.
Bilingualism can be subtractive (second language replaces the first) or additive (development of second language with no determine to the first)

9. Accents Accent generally refers to how an individual pronounces words.
Accents sound different from standard English only in how the words are pronounced.
A person may have a strong accent, yet speak in standard English.

10. In the United States there are many different dialects.
Some dialects are social dialects, while others are regional dialects.
Dialects are language rule systems used by identifiable groups that vary in some manner from a language standard considered ideal.
Some dialects enjoy greater social acceptance and prestige than others.

11. Regional Dialects
Differences in the pronunciation of vowels are a primary means of distinguishing regional differences. Regional and social dialects cannot be divorced from one another because an individual’s dialect may be a blend of both.

12. Social Class Dialects
Social dialects tend to differ primarily in the use of consonants.
While Americans and those from other English-speaking countries have many different dialects, they can usually understand one another.

13. Grammatical Differences
Among dialects, differences in various aspects of grammatical usage can also be found. Nonstandard grammar tends to carry with it a greater social stigma than nonstandard pronunciation.

14. Variations in language patterns are significant when compared by
Other Differences
Age
Gender
Socioeconomic status
Ethnic group
Geographic region
Variations in language patterns are significant when compared by

15. Bidialecticism
The ability of individuals to speak in two or more dialects, depending on language context.
Bidialectal individuals may have some distinct advantages and may be able to function and gain acceptance in multiple cultural contexts.

16. Perspectives on Standard English
No single dialect is identified as Standard English.
Norms vary with communities, and there are two norms:
The informal standard, which is considered proper in a community
The formal standard, which is the acceptable written language
Determination of what is standard is usually made by people with the power and status to make the judgment.

17. Perspectives on Black English
Black English is one of the best-known dialects spoken in the United States.
Teachers can take one of several approaches to handling dialects:
Accommodate all dialects on the basis that they are all equal.
Insist that only a standard dialect be allowed in the schools.
Allow native dialects for certain uses, but encourage or insist Standard English is used in other circumstances.

18. Sign Language Some languages are neither spoken nor written.
Individuals who are deaf and unable to hear the sounds used in oral language may use sign language.
American Sign Language (ASL) is used by the majority of individuals with deafness in the United States and Canada.
ASL has its own complex grammar and syntax and is recognized by linguists as a language.
Signed English is another system that translates English oral or written word into sign language.

19. Non-Verbal Communication
The total meaning of communication goes beyond the surface message that is stated.
The undercurrent message includes the emotions or feelings associated with the surface or content message and the personality of the speaker.
Meaning is often sent nonverbally through body language.
It may augment or contradict verbal communication.
It is culturally influenced.

20. Second Language Acquisition
In 2009, there were 5,346,673 ELL students in schools in the U.S.
School districts with the largest ELL enrollments include Los Angeles Unified, New York, and Chicago.

21. English Language Learner Characteristics
Most ELL students are born in the United States, although 80% of their parents are born outside of the country.
Coming from 400 different language backgrounds, 70–80% are Spanish speakers, and 12.6% are from Asian and Pacific Island backgrounds
ELL students are often at a socio-economic disadvantage as compared to their non-ELL peers.

22. The Role of First Language in Second Language Acquisition
Most children acquire their first language naturally through constant interaction with their parents or significant others. Knowledge of first language plays an important role in the process of acquiring and learning a second language. ELL children should be allowed to develop a firm grasp of basic concepts in their home language prior to instruction of academic concepts in an English-only environment.

23. Language Proficiency
Students generally need two years to acquire basic interpersonal communicative skills. An additional five to seven years of school training is essential to develop cognitive academic language proficiency. Power and status relationships between majority and minority groups may influence school performance of ELL students.

24. Official English Controversy
Official English is a lobbying organization with a goal to make English the official language of the United States.
Their policies support very limited use of bilingual education.
Official English is a polarizing issue in many communities.

25. Differentiating Instruction
Educators should recognize the value of different language groups.
Educators should ensure the right of each child to learn in the language of the home until the child is able to function well enough in English.
It is important that the teacher communicate the importance and advantages of being able to speak and understand Standard English.

26. Language and Educational Assessment
Assessment bias against nonwhite students results in disproportionate representation in special education programs.
Many tests rely heavily on language skill and understanding, yet language proficiency levels of a student being tested are not always taken into account in test decisions or results.

27. Bilingual Education
Bilingual Education is the use of two languages by students and/or teachers for instructional purposes.
The purpose of bilingual education is to help students who cannot understand lessons, instruction, and material in Standard English.

28. Lau v. Nichols In a unanimous decision, the Court stated:
“Under state-imposed standards, there was no equality of treatment...students who do not understand English are effectively foreclosed from any meaningful education.”
While not mandating bilingual education, the Supreme Court stipulated that special language programs were necessary if schools were to provide an equal educational opportunity to these students.

29. Transitional Programs
Most bilingual programs are transitional, or a means of moving from the language most commonly used for communication in the home to mainstream U.S. language and culture. The native language is gradually phased out as the student becomes more proficient in English.

30. Dual-Language Immersion Programs
Bilingualism, oral proficiency in 2 languages
Bi-literacy, reading and writing in two languages
Achievement at or above grade level
Multicultural competencies
Goals include:

31. English as a Second Language
ESL is often confused with bilingual education.
Like bilingual education, ESL promotes English proficiency for English language learners.
ESL relies exclusively on English for teaching and learning.
ESL is used extensively in the United States as a primary medium to assimilate ELL children into the linguistic mainstream.

32. California Proposition 227
Proposition 227 was a state ballot initiative that voters passed in 1998, 61% to 39%.
The initiative was intended by its supporters to end bilingual education.
Proposition 227 requires all English Language Learners (ELL) to be educated in sheltered English immersion programs, normally not to exceed one year.