1
Q
Close to half of our public school students in California
A
speak a language other than English at home
2
Q
In the U.S., by 2025,
A
one in every four school-aged children will be an ELL
3
Q
Increase states promoting bilingualism by offering
A
special recognition for high school graduates who demonstrate fluency in other languages.
4
Q
In 11/16 California repealed proposition 227
A
which almost eliminated bilingual education from schools
5
Q
CHALLENGES FOR OUR PROFESSION
A
- ↑ ELLs in U.S. schools, but not enough bilingual, bicultural professionals to serve them
- Socioeconomic differences
- Helping ELLs with lang impairments achieve Common Core State Standards
- Keeping up with tech advances that can help these students learn faster and better
6
Q
IDEA 1997 and 2004 states that:
A
- Testing procedures and materials must not be discriminatory
- Assessment instruments must measure a student’s ability in the area tested, not English proficiency
7
Q
ASHA, December 2016—under the new Administration in Washington D.C.:
A
- Discussions about abolishing the U.S. Department of Education
- Increase tax dollars for private schools and voucher programs, diverting $$ away from public schools
- Potentially affects SLP jobs in the public schools and services to public school children
- It is possible that the new administration will withdraw all the new regulations pertaining to the Every Student Succeeds Act, which was finalized and signed by President Obama in Dec., 2015
- This could dramatically reduce services to students with disabilities in public schools
8
Q
DEVELOPING CULTURAL COMPETENCE
A
- View all students as individuals; don’t stereotype!
- Describe “cultural tendencies”
- Look at cultural variables that influence behavior
9
Q
VARIABLES INFLUENCING INDIVIDUAL BEHAVIOR
A
- education level
- country of birth
- length of residence
- Language(s) spoken
- urban vs. rural background
- gender
- age
- socioeconomic status
- religious beliefs and their impact
- peers, neighborhood
- generational membership
10
Q
INCREASING CULTURAL COMPETENCE
A
- Team up with members of the community
- Read!!
- Be aware of your own values and beliefs
- Ask students to share with you
- Learn some basic vocab in other langs
- Attend churches, festivals, gatherings of other cultures
11
Q
We can conduct ethnographic interviews:
A
SLP asks broad open-ended questions to find out more (eg: tell me about how Filipinos view communication disorders)
12
Q
Terry, P., Connor, C., Thomas-Tate, S., & Love, M. Examining relationships among dialect variation, literacy skills, and school context in first grade. Journal of Speech, Language, and Hearing Research, 53, 126-145.
A
- Meta-analysis of research–widely varying achievement among children in American schools
- When children enter school (kindergarten), achievement gaps are observable even before they start learning to read
- The most salient child characteristics that predict academic success are SES and race
- Low-SES, non-white children tend to lag behind white, middle-SES children
- We need to work hard to close the gap
13
Q
In this class, we will emphasize:
A
Social justice and equal opportunities for everyone, regardless of race, SES, or primary language
14
Q
Buddhism
A
- Buddha-Indian prince
- Reincarnation—repeated cycle of being born into the world till Nirvana is achieved
- Karma—you get what you give out (even from a previous life)
15
Q
Islam, Characteristics, Beliefs
A
- Their god is Allah
- Mohammed is the prophet and founder of Islam
- Koran—sacred book
16
Q
Islam is a rapidly-growing religion:
A
After Christianity, it is the 2nd largest religion in the world
17
Q
How Islam is practiced depends heavily on the country
A
Ex: Iraq and Saudia Arabia have many more restrictions for woman than Pakistan
Look at modern vs. conservative
18
Q
Islam-Generally:
A
- Father-authority figure
- May be arranged marriages
19
Q
Islam-Example of modesty for women—clothes should:
A
- Cover the whole head and body except the face and hands
- Not “attract a man’s attention to a woman’s beauty”
- Be thick enough to conceal the color of the skin
- Loose enough to conceal the woman’s body
- Not resemble men’s clothing
20
Q
RELIGION: IMPLICATIONS FOR SLPS (ISlam)
A
- Be careful with eye contact, physical contact with male clients or fathers of children
- Dress conservatively
- Family may believe that intervention is appropriate (will of Allah, reincarnation
21
Q
Remember that some groups experience discrimination and persecution:-Thoraia Ali 1/28/16
A
- Biracial Yemeni and Mexican
- She was so bullied in school that her mom pulled her out and homeschooled her
22
Q
The United States adds
A
a new immigrant approximately every 31 seconds.
23
Q
The U.S. Census Bureau has projected that in 2030,
A
43% of U.S. citizens will be non-Anglo and from culturally and linguistically diverse backgrounds.
24
Q
IMMIGRANTS AND REFUGEES: CONCERNS AND CHALLENGES
A
- Family tensions
- Poverty
- Adjustment to U.S. schools
25
Sacramento Bee, 1/1/17
| PTSD
They (refugees) may have a type of PTSD called “Ulysses syndrome” where they feel that they have no home at all.
26
January 2017 Time Magazine:
-Those in refugee camps have limited access to prenatal care
-World health organization (WHO) recommends 8 checkups during a pregnancy
Many refugees only get medical care on the day of delivery
27
System barriers
-Systems barriers: families from developing countries don’t understand early intervention
28
-In some countries, children die before
millions of children die before age 5 so the expectations for healthy development may be low
-Families may be from refugee camps where basics weren’t available
29
Bizarre:
in U.S. we think there is a solution to disabilities in young children
30
Estimated:
| school
in developing countries, 1-3% of children with disabilities are enrolled in school
31
Philippines:
only 1.3% of school-aged children with disabilities enrolled in schools; Ethiopia-decrease 1%
32
Roseberry's Research
- Studied 376 immigrants from 82 different countries around the world
- Found that 51% of the immigrants stated that learning and communicating in English was their greatest challenge
33
Other problems cited by subjects:
- Loneliness/missing friends back home
- Poverty
- Discrimination
- Americans busy and fast paced lifestyles
34
A number of immigrants said…
Americans are cold and have a big “space bubble”
35
Many interviewees said:
- Transportation very difficult; here, car is a must
| - Many took public transportation in their countries
36
When asked about persons with disabilities:
- Over half (56.6%) said in home countries, lack of awareness
- Often, disabilities viewed as stigma or disgrace
37
When asked about SLPs and our services:
- 85% said that in their countries, there was a lack of awareness about SLPs and their services.
- Most of the 15% who were aware were from Canada and Europe
38
Sabina Dhakal, 2016:
- From Nepal-Hindu
| - Disabilities are taboo and most children with disabilities don’t go to school
39
Cultural Competence
is the ability of professionals to respect , recognize, value and honor the beliefs and values of the individuals and families they serve as well as engage in continual self-assessment regarding cultural differences between themselves and their clients
40
Culture
the shared beliefs, traditions, and values of a group of people that are used to define their social identity
41
Race
is a classification that distinguishes groups of people from one another based on physical characteristics such as skin color. It is a statement about a person's biological attributes.
42
Ethnicity
is the social definition of groups of people based on shared ancestry and culture. Ethnicity includes race and also factors such as customs, nationality, language, and heritage.
43
Stereotype
an oversimplified, fixed image we have of members of a group
44
Ethnocentrism
the view that members of one's own culture do things the right way
45
Cultural relativism
hold the attitude that other ways of doing things are different yet equally valid; the goal is to understand other people's behavior in it's cultural context.
46
Immigrant
is used to describe an individual who enters a country with the intention of becoming a permanent resident.
47
Refugee
is used to describe an individual who flees to another country because of fear of persecution, war, or imminent danger.
48
Four levels of acculturation that professionals should be aware of as they work with refugee/immigrant families:
- Traditional
- Marginal
- Acculturated
- Bicultural
49
Traditional:
Individuals do no adapt to the new culture and continue to adhere solely to the practices and values of their culture of origin
50
Marginal:
Individuals adapt minimally to the new culture
51
Acculturated:
Individuals adapt to the new culture but lose some parameters of their culture of origin
52
Bicultural:
Individuals retain strong ties with their culture of origin while successfully adapting to the new culture.
53
Acculturation:
describes the situation in which individuals identify with their primary community in which they have been initially socialized as well as with the broader majority community
54
Acute:
Refugees in an acute movement situation have not planned to leave their country are not prepared for it
55
There are two types of refugee movements:
acute and anticipatory
56
Anticipatory:
Refugees who anticipate leaving their country sense danger and leave early; they resemble voluntary migrants
57
Islam:
is a monotheistric (one god) faith. Islam means surrender or obedience to the will of god. Islam, not Muslim, it the name of the religion.
58
Muslim:
A follower of Islam. Allah is the term used for god.
59
Muhammed:
the prophet and founder of Islam. He was born in 570 A.D. in Mecca, and began to spread his teachings around 612 A.D.
60
Quran:
the sacred book of Islam. It has 30 parts, contained in 114 chapters. A central message of the koran is that submission to one god results in peace. The primary act of faith is to perform/obey the will of Allah in both public and private life.
61
Mecca:
is the principal holy city for muslims. Most muslims try, at least once in their lives, to complete the hajj, or pilgrimage to Mecca.
62
Buddha:
means the enlightened one, a supremely enlightened person. The Buddha himself was Siddhartha Gautama, a former indian prince, who lived from 584-563 B.C. Buddha is not considered to be a god; he made no claims to divinity. He considered a great man and teacher, an ideal guide for those seeking enlightenment.
63
Karma:
a person's fate or destiny in this life is determined by what happened in a previous life. Karma also embodies the principle that those who do good receive good and those who do evil receive evil.
64
Reincarnation:
the repeated cycle of being born into the world as we know it, until enlightenment is achieved.
65
Nirvana:
a divine state that liberates one from the cycle of reincarnation. It represents separation from pain and escape from misery and trouble. It is the highest state of spiritual bliss that one can achieve
66
Confucius taught that there are five basic virtues:
- Jen
- Li
- Yi
- Zhi
- Xin
67
Jen:
refers to ideal relationships between persons. These relationships should be characterized by benevolence, love, perfect virtue, and humaneness
68
Li:
indicates sociopolitical order. This involves ceremony, rites, courtesy, decorum, and etiquette
69
Yi:
means appropriateness, obligation, righteousness, and justice
70
Xin:
trustworthiness
71
Xiao:
The embodiment of the five virtues, or filial piety
- that prioritizes obedience and loyalty to parents and concern and understanding for their needs and wishes.
- It extends to relationships with ancestors and to all authority figures
72
Dao:
-Refers to the law of the moral world, the path by which people travel. It is a living way that people need to follow in their daily moral relationships with other people.
73
Wulum:
refers to the five cardinal relationships in Confucianism that emphasize acceptance of authority: subcordination of subject to ruler, son to father, wife to husband, younger brother to elder brother, and mutual respect between friends
74
According to www.census.gov January 2016
By 2030
By 2060
- By 2030, one in 5 Americans is projected to be 65 and over
- By 2060, nearly one in 5 of U.S total population is projected to be foreign born.
75
Lisa’s Japanese grandma (immigrated years ago to the U.S.)
- [these days in the U.S.]
| - “Everyone so fat and rude, but I guess that just part of American freedom.”
76
Whites are the .
oldest and Hispanics are the youngest in the U.S
77
In terms of poverty and income, in recent years(National Center for Education Statistics)
```
12% of Asian children were poor
13% of White children were poor
30% of Pacific Islander children were poor
34% of Hispanic children were poor
36% of American Indians were poor
39% of Black children were poor
```
78
Asians are the
best off $$ wise and African americans are the poorest
79
White Privilege (Teaching Tolerance, 2017)
- skin color does not work against whites in terms of how people perceive their financial responsibility, style of dress, or job performance.
- People do not assume professional success because of race (or affirmative action programs)
- Store security personnel or law enforcement officers do not harass whites, pull us over or follow us because of our race.
80
Cultural beliefs (white)
- Independence!!
- Youth and beauty
- Speed, efficiency—faster is always better; slow is bad (extra credit question, video that says faster is better)
- Competition is good
81
McMahan (www.rususa.com)
- Individualism-a person places her own desires above those of a broader community
- Work: you are what you do
- In most cultures, people define themselves in relation to family heritage
- The average American worker spends 2 + more weeks a year on the job than s/he did 20 years ago
- Limits free time, time with family and friends
- “Time saving devices” usually mean people end up doing more work
82
Family Life(white)
- Nuclear households—separate ages
- Children and elderly cared for by outsiders—OK
- Mother responsible for everything (not extended family, neighborhood)
83
40% of all babies
in the U.S are born to unwed mothers
84
Pew Research Center—who is living in multigeneration households?
Most=Asians
| Least=Whites
85
COMMUNICATION STYLES(white)
- Don’t ask personal questions
- Informality in interactions
- Honesty, assertiveness
- “Cut to the chase”
86
HEALTH CARE AND DISABILITIES(white)
- Chronic disabilities account for a larger portion of health issues in the U.S. than in its economic peers around the world.
- Many of these chronic disabilities are caused by bad food choices, obesity, smoking, physical inactivity, and alcohol abuse. However, there has been a significant drop in disability and death from HIV/AIDS.
87
It is predicted that: by 2040
By 2040 there will be more than 80 million people in the U.S who have dementia
88
In the U.S., we:
- Separate illnesses of body and mind
- Rely on technology
- May get frustrated with families who rely on nontraditional healing methods—we need to work with practitioners from that religion/culture
- In U.S., patients encouraged to learn as much as possible about their illness
- Patient held responsible for dispensing some of treatment (e.g., injecting herself with insulin, changing her dressings)
- Not true in other cultures--family takes care of those things
89
AA general background info
- AAs described as “involuntary immigrants” to the U.S. (John Ogbu)
- Though times have improved, many AAs still experience discrimination
90
Former student Sharee McCoy:
- educated family in Elk Grove; she was called an N---
- N--- was written in chalk in front of her house
- Mark’s friend Jack (1/4 AA, ¾ White) harassed and bullied in junior high for being an N----
91
Former student Zenzele Shakir:
- In the military, other AAs told her to be “less threatening” and to “do what the White people tell you to do.”
- In the South, there are certain places that Blacks just don’t go
92
Hannah McMillian (2016; biracial):
Dad (AA) got pulled over 2x as much as the rest of the family
93
Kiandra Burney (2016):
biracial; in her neighborhood, too white for the black kids and too black for the white kids
94
Krystal Mosley (2016):
because she speaks MAE, friends call her “whitewashed”
95
AAs have a strong work and family ethic:
- Unfortunately, there still remains an educational and income gap between AAs and other ethnic groups
- Poverty continues to be an issue for many AA children
96
For AAs today: (incarceration)
- AA girls and young women are fastest-growing group of incarcerated young people in the U.S.
- Crimes: stealing food and milk for children
97
Sacramento Bee, MLK Day:
- The income gap in California between Blacks and Whites has reached its widest point in decades
- Today, California White families’ median income is 80% higher than that of Black families
- White California families typically earn about $90,000 a year compared to $43,500 a year for Black families
- In Sacramento, Black families earn barely half of what White families do
98
Sacramento Bee reasons: (AA)
- Discrimination
- Economy
- Hard to get a job without a college degree
- Achievement gap in K-12 schools
- Higher incarceration rate of black men
99
Many AAs:
- Are deeply religious
- The church plays a major role in their lives
- AAs most likely to report a religious affiliation
- Many hours a week may be spent at church, including all day Sunday
- When we work with elderly AAs especially, it can be helpful to include the pastor, church members, friends from Bible study etc.
100
Erica Walthall 2016:
- From Alabama
- Whole day spent in church on Sunday
- Church is where low-SES people could get free help (e.g., with jobs, $) from middle-SES educated church members
101
AAs EDUCATION AND LITERACY:
- AA families value education and literacy; it is important to them that their children work hard and do well in school. College may be another story.
- “Latasha N.” graduating from our program with her B.S.—friends would not attend graduation; family didn’t understand importance
- Most teachers are White women; there may be some cultural differences between them and AA children, especially males
102
Lautrell S., recent student:
- In the Oakland schools, on year they had a white teacher who didn’t use “the tone”
- The students had no respect for her
103
Georgetown University Center on Education and the Workforce: people with bachelors
- People with a Bachelor’s degree make 84% more $$ over a lifetime than high school graduates
- Translation: college graduate makes $2.3 million over a lifetime; high school graduate makes $1.3 million
104
Statistics show: high school grad rate AA
- The high school graduation rate for African Americans has increased in the last few years
- Young adults with Master’s degrees, Asians earned $73,000 a year; African Americans earned $50,000 a year
105
https://asalh100.files.wordpress.com/2014/11/2017-black-history-theme.pdfThe Crisis in Black EducationExecutive Summary 2017
-Throughout the last quarter of the twentieth century and continuing today, the crisis in black
education has grown significantly in urban neighborhoods where public schools lack resources,
endure overcrowding, exhibit a racial achievement gap, and confront policies that fail to deliver
substantive opportunities. The touted benefits of education remain elusive to many blacks of all
ages. Tragically, some poorly performing schools serve as pipelines to prison for youths.
106
It is important to address educational discrepancies which affect AA children
- One way to do this is to provide early intervention (e.g., Head Start, good preschool programs)
- If AA students use African American English (AAE), there may be issues with reading, writing, and spelling in mainstream English
107
We have to be aware of (AA)
-The impact of use of AAE in mainstream schools where MAE is the language spoken
108
Worldwide dialects & languages of business:
Philippines: Odionganon—TAGALOG
Germany—Schweitzer Deutsch, HOCH DEUTSCH
Arab nations—colloquial Arabic, STANDARD/CLASSICAL ARABIC—Koran
China—Taishanese, MANDARIN
U.S.—African American English, MAINSTREAM AMERICAN ENGLISH
109
Craig, Zhang, Hensel, & Quinn (Journal of Speech, Language, and Hearing Research) “African American English-speaking Students: An examination of the relationship between dialect shifting and reading outcomes”
- Examined skills of 165 typically developing AA children in grade 1-5
- AAE-speaking students who learned to use MAE in literacy tasks did better than those who did not make this adaptation
110
Craig, Zhang, Hensel, & Quinn (Journal of Speech, Language, and Hearing Research) “African American English-speaking Students: An examination of the relationship between dialect shifting and reading outcomes”
Questions the authors asked:
- For AAE-speaking students who do not automatically “pick up” on MAE, do we teach it to them explicitly?
- Is this culturally sensitive and appropriate?
- Would it help them perform better in school?
111
Ivy, L.J., & Masterson, J.J. A comparison of oral and written English styles in African American students at different stages of writing development. Language, Speech, and Hearing Services in Schools, 42, 31-40
- Studied use of oral and written AAE in 3rd and 8th graders
- Question: did kids use AAE less as they got older?
- Use of AAE was comparable for oral and written language in 3rd graders
- However, 8th graders used more AAE in oral language and less written language
- Children who speak AAE eventually learn to switch to MAE in their writing
112
ASHA Johnson et al., Impact of Dialect Use on Student Writing
- They studied 141 2nd-4th graders at two Title 1 elementary schools in Northeast Florida
- 95% of the children were eligible for free/reduced lunch (welfare)
- They got written language samples from these students
113
Findings of the ASHA Johnson study:
The more the students used AAE, the poorer their editing skills on a writing task
Interventions that implement bidialectal education may be useful in helping AAE users switch to MAE in academic settings
114
Gaitlin & Wanzek, 2015:
- 19 studies consisting of 1,947 participants in grades k-6 (typically developing)
- The more children used AAE , the lower their overall literacy skills-especially reading
- Could not attribute this to poverty
115
Recent research (AA)
- Discrepancy between spoken AAE and oral and written MAE may contribute to the literacy achievement gap between AA and mainstream ch
- However, AA children who are better at codeswitching -> better literacy skills
116
HEALTH CARE AND DISABILITIES (AA)
- A major problem for many AAs is lack of health insurance
- AA babies are more likely than babies from other races to be premature and to die from nutritional deficiency
- Older adults who have neurological disorders may have difficulty getting therapy
117
Low-SES African American children are susceptible to:
- Lead poisoning
| - Asthma
118
If children are diagnosed with disabilities… AA
- Many AA families are accepting
| - They tend to have intergenerational support as well as strong religious beliefs
119
Family life (AA)
- Extended family members are very important in AA culture
- Although many homes are headed by single women, there is intergenerational support. Grandmas are often very involved in child raising.
- Child-raising styles in AA families tend to be more authoritative than in other groups; may employ ↑use of corporal punishment
120
Lautrell S.
- Lots of physical punishment—belt—last spanking at age 13
- For punishment, when Lautrell ws 16, her mom took her bedroom door off its hinges
- Lautrell’s brother was born when their mom was 15; at 42 years, she is a grandma
- Lautrell’s friends—”How dare you speak White?” (she has to codeswitch)
121
Communication Styles (AA)
- Traditional turntaking during interaction may not occur; interrupting is acceptable and expected
- Confrontation and honesty are typical
122
African American English
- Use of AAE is impacted by many factors: SES, education, geographic location, and others
- AAE is NOT a substandard form of Mainstream American English (MAE)
- It is rule-governed and predictable
123
ASSESSMENT AND TREATMENT CONSIDERATIONS (AA)
- We have to be extremely careful when we assess the articulation and language skills of AAE-speaking students
- Many tests are biased
- Language samples are encouraged; picture description can be especially effective
- AA boys are overdiagnosed with ADHD—they tend to be quite physically active
124
IMPLICATIONS FOR PROFESSIONALS (AA)
- Address family members formally-use titles. -Pronounce names correctly!
- Incorporate movement into therapy
125
Help students learn the difference…(AA)
- Between home talk and school talk
- Important for pragmatics, morphology, syntax
- Some experts: Elective intervention
126
Larry P. vs Riles:(AA)
- Began in 1971
- AA parents in San Francisco filed in federal court
- They claimed that their children were wrongly placed in the EMR (Educable Mentally Retarded) class
127
The parents claimed that…(Larry P. vs Riles)
- IQ tests were culturally biased and discriminatory
- AA students were disproportionately represented in EMR classes
- AA = 28.5% in gen ed; 66% in EMR
128
Judge Robert Peckham: (Larry P. vs Riles)
- SFUSD prohibited from using IQ tests (or their substantial equivalent) to place AA students in EMR classes**
- Decision upheld on appeal in 1984
- In 1984, the court expanded the ruling for all of CA by banning use of IQ testing for all AA students for any special ed purpose
129
what does this mean for us?(Larry P. vs Riles)
- We can’t used SLP tests if they directly or indirectly profess to measure IQ
- CA Dept of Ed: in lieu of IQ tests, use alternative means of assessment-Language samples, etc.
130
The CA Diagnostic Center said that possible OK tests might be…(AA)
- CELF-5 (Clinical Evaluation of Lang. Fundamentals)
- Diagnostic Evaluation of Language Variation (DELV)
- Preschool Language Scale-4 (PLS-4)
- Comprehensive Test of Spoken Language (CASL)
131
Diagnostic Center of California:(AA) report standard scores
The only test for which we can report standard scores for African American students is the DELV-4
132
GENERAL BACKGROUND INFORMATION(Hispanics)
- Many Hispanics like to be labeled according to their country of origin (e.g., Mexican American)
- “Latino” may be a preferred term
- Religion—usually Catholicism—plays an important role
133
In terms of growth: (H)
- Hispanics make up 17% of the overall U.S. population
- From the years 2000-2013, Hispanics accounted for more than half the population growth in the U.S.
- Nearly 2/3 are from Mexico
134
Recent Statistics: (H)
- Important phenomenon in 21st century-dramatic Hispanic increase in nontraditional states
- Ex: Wyoming(oil rigs), Iowa and Kansas (meatpaking plants)
135
In California in 2013:
- For the first time, there were an equal number of Hispanics and non-Hispanic Whites
- Spanish is the new English
136
When I presented a workshop in Iowa:
- States like Iowa have many migrant Hispanic families
- They work at meat-packing plants as well as hog and turkey buildings
- Attendance of children at school is an issue due to migrancy and frequent trips back to Mexico
137
We should be aware that:(H)
- Hispanics are decendants of Native americans who settled in Americans long before spanish conquest
- Each Hispanic country has its own holiday
138
Despite social and economic disadvantages, Hispanics demonstrate…
- Low welfare utilization
- High labor force participation
- Strong family values
139
HISPANIC EDUCATION
- Education is very important to families; they hold teachers in high regard
- If we ask families to participate (e.g., in homework) they may be offended—that is your job—you are the teacher!
140
In some Hispanic countries… education
- Education is not mandatory past a certain point (e.g., 8th grade)
- Education may not be encouraged, especially for females
- $$$ is saved, not spent on education and material things
- You have to buy your uniforms and books out of pocket— people can’t afford it
141
In the U.S., statistically, Hispanic students
- Frequently read below proficiency level
- Often drop out-estimated that 42% of Hispanic high school students won’t graduate on time with a diploma
- Increase incarceration may result
142
Statistics show that (H)
- Hispanic children enrolled less in preschool than other groups
- We can encourage preschool enrollment
- Offer moms to stick around and volunteer
143
Jackson, Schatschneider, & Leacox, 2014 (January issue of Language, Speech, and Hearing Services in Schools):
- Studied growth of vocabulary skills in young Spanish-English children in migrant families
- Concern: 50% of Latino 4th graders score at or below basic level in reading achievement
144
Jackson et al. 2014 continued:
- Children from migrant families experience multiple risk factors
- 75% of Mexican migrant mothers have less than a high school education
- 70% are below the poverty line
- Mexican migrant children has the least number of books in the home and were read to less frequently (compared to African American and white children)
145
Mancilla-Martinez et al. 2016:
- Hispanic 0-5 children-largest and fastest growing segment of U.S. population
- Most are low SES
- Nearly 40% of children in head start are hispanic
- Parents reports are a valid and cost-effective way to monitor these childrens vocab
146
. CONTRASTING BELIEFS, VALUES, AND PRACTICES(H)
Hispanic Culture Mainstream
Collective orientation : individual orientation
Independence : Independence
Cooperation : Compitition
Saving face : Being Direct
Relaxed w/ time : Puncutality
Emphasis on personal relations : Emphasis on task orientation
Patriarchal families :Democratic families
Relaxed with child devt. : Child independence
Overt respect for elderly : Less value on elderly
Extended families : Nuclear families
Simpati’a-positive personal relationship
147
Elizabeth Delgado-Carillo, former student:
- At 4, still on bottle—normal
- In her house, 10-12 people (uncles, their wives, cousins)
- Dad has last say; makes the big choices
- Mom PG at 15, had E. at 16
- E. is first in family to attend college
148
Maria Ramirez, former student:
- Dad didn’t want mom to learn English-- ↑ power. But now he likes the $$
- Some men want women to cook, clean, and take care of the kids
- She has been called a “beaner”
- Girls--virgins when they get married; out-of-wedlock PG taboo
149
Janet Rangel, 2016:
- Raised by undocumented parents
- Worked in the fields herself as a child-100+ degrees
- Dad has a 6th grade education
- Had to interpret for her parents a lot
150
HEALTH CARE AND BELIEFS REGARDING DISABILITIES (H)
- Poverty a major issue—lack of health insurance—”Working Poor”
- May be resistance to institutionalization; family should care for those with disabilities
- Visible disability attributed to external causes such as witchcraft, evil (esp. among older, more rural Hispanics; prevalent to this day in Mexico)
- May be difficult to accept “invisible” conditions
151
Other health considerations…(H)
- Hispanics 2x as likely as some other groups to live in areas with high lead exposure
- Hispanics-82% of farm worker workforce; highest group affected by pesticide poisoning
152
Former students Lorena Velasco and Elizabeth Delgado-Carillo:(H) (fitness)
- Weight management, lack of physical activity are problems
- Due to poor nutrition, lack of exercise
- Physical activities for women not encouraged; may be viewed as abnormal by community
153
Former students:(H) (doctors)
- Families may go back to Mexico to see their own personal curandero (holistic healer) for health issues
- Medical procedures and supplies like antibiotics much cheaper in Mexico
- Many Mexicans in the U.S. think doctors in Mexico are better than American doctors (probably language barrier is a part of that)
154
IMPLICATIONS FOR PROFESSIONALS (H)
- In meetings, address the husband first
- Remember that many Hispanic mothers believe that schooling is the “teacher’s job;” these moms don’t always label things for children or talk directly with them—encourage parents to do language stimulation activities with their children (including reading)
- Remember that parents are not “uninvolved;” they just respect the school system. Encourage involvement!
155
Parents may not relate as well to (H)
objective letters, memos, emails
Personal contact better
Especially true when discussing something emotional like children with disability
156
Encourage parents-(H)
maintain childs Spanish
| Better to hear fluent Spanish than broke English
157
Caesar & Nelson, 2013;
- Migrant Hispanic families—Head Start preschoolers
- Group A: bags, books, paper, colored pencils-bring home
- Group B: Just bags and books—bring home
- Group A asked, on weekend, to journal in Sp and draw about week’s activities, bring back Monday morning
158
Pre- and post-testing:Caesar & Nelson, 2013;
- On measures of pre-literacy Spanish and English skills, group A did better than group B
- Showed: Simple journaling (in Sp) and drawing pix worked for low SES, migrant Hispanic families with limited-no English
159
Encourage parents to:
Talk to and read with children
160
During assessment, remember (H)
Hispanic children will often provide functions rather than names of objects
161
LANGUAGE AND ARTICULATION (H)
- Possessives follow the noun (el perro de Juan instead of “Juan’s dog”)
- Adjectives generally come after the noun (casa grande instead of “big house”)
162
ASSESSMENT & INTERVENTION (H)
| Parent interview
Parent interview using the MacArthur (in book) is valid and reliable for trying to determine the presence of a language impairment (LI)
(on test)
163
Research—good tests for LI: (H)
- Language samples
- Spanish Ages and Stages Questionnaire
- Measures of grammaticality (children especially have difficulty with Spanish articles and other structures linked to the verb system)
164
Ebert, 2016 ASHA:
-Developmental questions related to parent interaction often reflect European-American cultural values
Ex: engaging in child-directed play
Asking child to perform previously demonstrated skills
- When we take case histories from parents, be specific in our questions
-Not: “Does anyone in your family have a speech-language problem?”
-Instead: “Does an aunt, uncle, sibling, or grandparent have any problems with listening, talking, reading, or writing?”
165
Journal of Community Medicine and Health Education:(H) (ROR
- Research:low-SES Hispanic parents who participated in Reach Out and Read- children did better in school in literacy skills
- ROR-pediatricians give books, training
166
In therapy: (h)
- Encourage verbalization
- Especially encourage naming and description tasks
- Incorporate literacy!!
167
Mendez, Crais, Castro, & Kainz (2015). A culturally and linguistically responsive vocabulary approach for young Latino dual language learners.**
- Looked at Latino preschoolers learning English
- Group 1: Taught new vocab in English only
- Group 2: Taught new vocab in both Spanish and English
168
Mendez et al. 2015 found:
- Children taught in both Spanish and English had significantly higher scores in both languages than children taught in English only
- If children taught in English only, slow rate of English oral language development
169
Hispanic:
used to refer to individuals who were born in or tace the background of their families to one of the Spanish-speaking Latin American nations or to Spain.
170
Familialism:
A cultural value in which individuals have a string identification with and attachment to their nuclear and extended families and greatly value solidarity, loyalty, and reciprocity.
171
Familismo:
very important for most Hispanic mothers, who are the family's primary caretakers and nurturers.
172
Personalismo:
an emphasis on interpersonal relationships.
| Behaviors that convey personalismo include loyalty, honesty, generosity, hospitality, and willingness to help others
173
Dignidad:
(dignity) is important to Hispanics, who strive to present themselves with dignity, especially in public.
Dignidad entails having a sense of pride and self-respect, which are often demonstrated through hard work and responsibility.
It is shameful to have one's dignity violated by another person.
174
Una persona bien educado
is one who has been taught skills in human relationships and who understands the necessity of treating each person with respect and dignity.
175
curanderismo:
a healing process believed to occur when folk medicine practices are used.
Often these practices are more prevalent in groups with less access to modern health care
176
simpatica:
emphasizes positive personal interactions that convey empathy for others, emphasize harmony in interpersonal relations and de-emphasize negative behaviors in circumstances of conflict.
Roseberry
flashcards
Decks in class (4)
# Cards
