At a Loss for Words

1
At a Loss for Words

• Elena P. Cohen
• Safe Start Center
• JBS International, Inc.
• North Bethesda, MD

2

• National Dual Language Institute
• A Time for Action
• October 29, 2008
• Washington, DC

3

• So, if you want to really hurt me, talk
  badly about my language. Ethnic identity is twin
  skin to linguistic identityI am my language.
  Until I can take pride in my language, I cannot
  take pride in myself. I cannot accept the
  legitimacy of myself.
• Gloria Anzaldua

4
At a loss for words

• Talk is a crucial link between parents and
  children It is how parents impart their cultures
  to their children and enable them to become the
  kind of men and women they want them to be. When
  parents lose the means for socializing and
  influencing their children, rifts develop and
  families lose the intimacy that comes from shared
  beliefs and understandings." (Wong Fillmore,
  1991, p. 343)

5
Experiencing Language Loss

• Until recently, gradual substitution of a
  language with the target country languageover a
  period of time.
• Over several generations families spoke less
  language of ancestors.
• Potential for long-term survival of the cultural
  community.

6
Experiencing Language Loss

• Process did not take place within an
  individualbetween individuals.
• Recently interest in examine language loss in
  individuals.
• Has accelerated during recent decades.

7
Experiencing Language Loss

• Few American-born children of immigrant parents
  are fully proficient in the ethnic languageeven
  when it was the only language they spoke.
• Depends on time elapsed since immigration, age,
  literacy level, family size, etc.

8
Experiencing Language Loss

• Younger children when they begin schooling,
  greater degree of language loss.
• Schools play most significant role.

9
National Perspective

• Why should any nation limit its horizons to a
  single language when the global economy rewards
  those who can accommodate diversity?
• Why choose isolation from other cultures in a
  time of change that brings dangers as well as
  opportunities?
• Why pass laws to repress bilingualism, a
  resource that competitors are trying to conserve
  and exploit?

10
Logic Behind Dual Language Learning

• Ignorance fosters parochialism, which encourages
  intolerance, which breeds conflict and limits
  cooperation.
• It is a cycle that imperils our vital interests
  not only in trade and security abroad but,
  equally important, in democracy, race and
  importantly, family relations at home.

11
Individual Perspective Why Conserve Home
Language?

• Family values
• Cognitive and academic growth
• Family communication
• Help with identity conflicts
• Career advantages
• Cultural vitality

12
Becoming Bilingual

• Goal of parents children adapt to the host
  country but not forget their language
• Concurrently, many immigrant families consider
  important to preserve their language.

13
What happens when children do not speak the
language of their family?

• a. Mismatch (parent one language, child
  another)
• b. Mutually speak English

14
What Happens?

• Parents, grandparents cannot teach about the
  culture
• Children cannot share their experiences
• More intergenerational discrepancies
• Less emotional close relationships
• Risky behavior (first generation healthier)

15
What Happens?

• Fluency in first language declines with
  improvement in second language.
• Causes family disappointment and child regret.

16
What Happens?

• Children frustrated, unable to communicate with
  relatives, alienated from peers, and humiliated
  in front of visitors.
• Parental insistence on retaining language and
  values becomes the source of intergenerational
  conflict.

17
Why?

• Idea that bilingualism is bad and unpatriotic
• Often childrenboth long term Americans and
  immigrantsbuy into this belief system
• Good bilingual programs are rare.

18
Why?

• Misconceptions that learning more than one
  language causes confusion.
• Ideas that bilingual problems and services do
  little to teach English or to promote the
  integration of immigrants.

19
Why?

• Language marginalization (not being called)
• Fiscal and time constraints.

20
Why?

• Some children have passive knowledge of home
  language.
• Childrenand sometimes the parentsspeak a
  mixture (i.e. Spanglish)

21
Language Maintenance

• Only successful if language is used in multiple
  contexts
• Help the child realize the usefulness
• Encourage peers that speak home language
• Use of language in the school, churches,
  television

22
Linguistic Competence

• The capacity of an organization and its
  personnel to communicate effectively, and convey
  information in a manner that is easily understood
  by diverse audiences including persons of limited
  English proficiency, those who have low literacy
  skills or are not literate, and individuals with
  disabilities.

23
Guiding Values and Principles for Language
Access

• Services and supports are delivered in the
  preferred language and/or mode of delivery of the
  population served.
• Written materials are translated, adapted, and/or
  provided in alternative formats based on the
  needs and preferences of the populations served.

24
Principles

• Interpretation and translation services comply
  with all relevant Federal, state, and local
  mandates governing language access.
• Consumers are engaged in evaluation of language
  access and other communication services to ensure
  for quality and satisfaction.

25
Organizational Structures

• bilingual/bicultural or multilingual/multicultural
  staff
• cross-cultural communication approaches
• cultural brokers
• foreign language interpretation services
  including distance technologies
• sign language interpretation services

26
Organizational Structures

• Print materials in easy to read, low literacy,
  picture and symbol formats
• Materials in alternative formats (e.g.,
  audiotape, Braille, enlarged print )

27
Organizational Structures

• Materials developed and tested for specific
  cultural, ethnic and linguistic groups
• Varied approaches to share information with
  individuals who experience cognitive
  disabilities

28
Organizational Structures

• Translation services including those of
• -legally binding documents (e.g., consent forms,
  confidentiality, release of information)
• -signage
• -educational materials
• -public awareness materials and campaigns