Analyzing Native Language Diversity - Essay Example

Analyzing Native Language Diversity I.D. of the Analyzing Native Language Diversity Introduction The task of analyzing native language learning patterns and diversity may prove to be cumbersome in the absence of a methodological approach. In this paper, previous research in this field is firstly to be summarized and explained contextually. Next, the roles of families and elders as well as the cultural community programs will be analyzed. After that, a plan is presented demarcating how multiple language skills can be honed among the learners in a classroom environment. The conclusion is designed to effectively sum up the previous research, contemporary analyses, and the plan furnished. Research in linguistic diversity Research and reflections related to linguistic diversity and school level learning often look into cultural issues and communication skills. According to Nieto and Bode (2012), diversity is a very wide concept which changes from one region to another. For example, in America there are different groups of European settlers who speak in different but well developed languages such as English, Spanish, German, etc. Likewise, there are the natives who speak various Native American languages. According to Nieto and Bode (2012), emphasis on community specific histories and cultures, along with usage of two or more languages, lead to more intellectual productivity in educational institutions. In bilingual learning environments, the teacher must be able to adjust distribution of attention, timing, and learning material as per the distinct needs of the learners from different language groups. According to Schwarzer et al (2003): “The first step is to understand the importance of first language literacy in the teaching of English as a second language. The next step is to recognize common misconceptions about the teacher’s role in multiliteracy development. The final step is to surpass these misconceptions by creating a classroom that fosters multiliteracy.” (Schwarzer et al 2003, p. 453) Another important issue in handling learners from different language groups is that their parents or other community members may not be sufficiently satisfied with the teacher’s performance. For example, suppose a Turkish couple has admitted their child in a New York based English medium school. The teacher tries her best to help the child in learning Turkish. But the parents of the child may not be satisfied yet. They may show interest in teaching and learning a particular vernacular variety of Turkish. In fact, there can be very prominent differences among the speakers of a particular language with regard to the way of speaking that language. Perspectives on language learning may vary even as the variety of the language that is being learned (Dabrowska 2012). Discussion on families and elders Families and elders indeed play a very critical role in creating cultural competence and encouraging multilingual proficiency among the learners. Particularly in the case of the young learners, degree of cultural tolerance and educational encouragement at home may become the deciding factors in honing bilingual or multilingual competence skills. However, elders in the family may play a negative role while trying to help the learner. In case the parents or the elders in the family put excessive stress on learning a particular variety of the native language of the child, the school authorities may be rendered helpless due to lack of competent staff and/or infrastructure. It must be accepted that a teacher should adjust with the difficulties he/she might face while handling a multilingual classroom environment. However, the parents of the native language speaking child must also cooperate with the learner at home with the help of as much assistance as available from the school administration. The multiliterate learning environment must not remain confined in the classroom only. (Riches and Curdt-Christiansen 2010; Schwarzer et al 2003) Description of cultural community programs Cultural community programs, especially in diverse cultural environments, are pivotal in supporting linguistic diversity in the context of educational competence and learning. Here, learning is not just following the school curriculum in traditional sense. Learning has to be such that language might become a very important skill to express oneself before two or more different linguistic communities. In America, there are several migrant communities like those of Indians, Chinese, Japanese, etc. Besides, there are the ethnic German and Spanish communities/families. Moreover, there are a number of semi-autonomous native communities like the Navajo Nation, Hawaiian communities, etc. So the USA must run cultural community programs that help in creating cross-cultural communication systems and education infrastructures (Best and Dunlap 2012). In most of the public schools in USA, Spanish is taught along with English. Furthermore, the government agencies run Native American language encouragement programs under provisions like Navajo Sovereignty in Education Act (NSEA), while programs like the Hawaiian Language Immersion Program (HLIP) help in creating multilingual environment in a more flexible style (Best and Dunlap 2012). By involving government agencies and school authorities, the process of educational development in native languages as well as in other non-English languages is being maintained and expanded continuously. Planning As a teacher, I do understand that creating cultural communities and multilingual environment is a very important policy level imperative in my profession. Expanding on this basic concept, I think that every teacher must be allowed to implement different methods for creating multiliterate learning communities. For this reason, classroom specific customization of standard cultural competency practices is necessary. In my plan for creating a multiliterate learning community, first of all I would use visual materials. 1. So first, in my classroom, there are currently English and Spanish speaking pupils. Therefore, the most important task is to give them reading lessons in both these languages. Instead constraining the use of English to the syllabus of Second Language curriculum, I would prefer practicing English sentences and phrases with the Spanish speaking kids consistently. Therefore, in my classroom, I will use bilingual notice boards, and whenever possible I will issue instructions in both English and Spanish. Moreover, I will encourage the Spanish-speaking children to write English paragraphs and English-speaking children to write Spanish paragraphs. Next, these short paragraphs will be displayed in the classroom walls along with colorful drawings and souvenirs. 2. Second, I will introduce the children to songs and poetry in both English and Spanish. In the case I have Native American children in the classroom (say children from Navajo Nation), I will utilize poetry and songs in the native language as well. Singing and recitation are best methods to develop language and memory skills. 3. Third I will organize special sessions for multiliterate salutation and greeting practices everyday. For example, suppose there are two pupils. One is John (English is First Language) and the other is Diego (Spanish is First Language). I will put them together in the front of the class and ask them to greet each other. The following sort of conversation is likely to follow: Teacher: John, greet your friend Diego. He is a Spanish speaker. So greet him in Spanish. John: But I don’t know Spanish. Teacher: In Spanish, the standard greeting is done as ‘Cómo lo haces?’, which means how do you do. John (looking at Diego): Cómo lo haces, Diego? Diego: Estoy bien! Teacher: Well Diego, could you please reply to John in English as well? English is his first language, you know! Diego: Yeah, I am fine John! Short conversational sessions like the one shown above can help in developing bilingual skills and cultural understanding. Conclusion Building multiliterate environments is necessary for preserving America’s pluralistic values and linguistic diversity in social life. Families, elders, parents, and other community members must actively cooperate with the children and teachers to create linguistic competency. Classroom specific bilingual or multilingual sessions are an imperative to create greater scope for cross-cultural communication and diverse language learning capabilities. Language does not only fulfill the purpose of holistic education, but also it helps in developing self confidence and clarity of thought. Giving lessons in mathematics, general science, etc. can be done in a bilingual mode so that children of different communities can develop better comprehension skills. For example, if a Native American learner is helped in his/her mathematics class in both his Native language and English language, then he/she develops a much better understanding of the key concepts. Special language skills development sessions must be organized in this context. By facilitating bilingual communication between children speaking different languages, short conversational sessions can cast a positive impact on overall education achievement and language learning. References Best, J., and Dunlap, A. (2012). Native-language education: Addressing the interests of special populations within U.S. federal policy (Policy brief). Denver, CO: Mid-continent Research for Education and Learning. Dąbrowska, E. (2012). Different speakers, different grammars: Individual differences in native language attainment. Linguistic Approaches to Bilingualism, 2(3), 219-253. Nieto, S. and Bode, P. (2012). Affirming Diversity. Boston: Allyn & Bacon Riches, C., & Curdt-Christiansen, X. L. (2010). A Tale of Two Montréal Communities: Parents’ Perspectives on Their Childrens Language and Literacy Development in a Multilingual Context. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 66(4), 525-555. Schwarzer, D., Haywood, A., & Lorenzen, C. (2003). Fostering multiliteracy in a linguistically diverse classroom. Language Arts, 80(6), 453-460. Read More