Some theorists have argued that non-white parents who do not themselves speak English as a native language are more cynical about, or indifferent to, the value of education than are white or Asian parents (Gilborn, 2008). Some non-white parents have told researchers that education is unlikely to raise the status of their child; others, especially under-educated parents, have expressed the concern that education will somehow turn their children against them (Gilborn, 2008). Finally, scholars have noted that cultures in which English is deeply embedded prioritize early childhood development, such that children are systematically exposed to learning opportunities from an early age and expected to do well (Minkov, 2011). Families that do not speak English as a native language might lack the money to purchase educational materials for younger children, and parents in such families might also lack the time for interaction, given that many fathers and mothers in non-English-speaking communities are working multiple jobs solely to survive (Tillman, 2009).
Warm demanding theory, which rests on the empirical detection of the so-called Galatea Effect (Rosenthal & Jacobson, 1968), is that students improve to the extent that their mentors—whether teachers or parents—combine love with expectation. The warm-demanded—whom Ladson-Billings (1994) called the dream-keeper—is a figure who must balance on what can be the thin line between affection and expectation. Too much warmth and the student will feel that he or she can slack off without penalty; too much demand and the student will tune out, burn out, or revolt. Typically, warm demanding theory has been applied to teachers, as in Rosenthal and Jacobson’s (1968) seminal early study, but ...
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...and, when an individual’s self-esteem is thwarted, they may develop psychopathology in the form of inferiority complexes, insecurity, and helplessness (Hall, 2007). Such individuals whose esteem needs are not adequately met tend to become discouraged and withdraw in most cases. It is very important for teachers of struggling students to direct all efforts towards helping them to attain their discursive identity, as this would grant them the gratification they desire to aim at even higher goals that would facilitate their improvement in terms of academic performance. The discursive identity theory also enables teachers to identify the various struggling students who have already given up and do not care about the views of other people concerning them. This would help them to disburse the most appropriate measures to help such individuals to improve their self-esteem.
“Standard English was imposed on children of immigrant parents, then the children were separated from native English speakers, then the children were labeled “inferior” and “ignorant” (Hughes 70) because they could not speak Standard English. In addition to feeling inferior about their second language skills, these students also felt inadequate in regard to speaking their own mother tongues” (qtd in Kanae)
In order to make it in life, one must have experience and has to be well educated. It is difficult to get through life not knowing how to present oneself appropriately, or even have a fluent conversation. One’s beliefs, values, morals, and behavior can influence how he or she will make it to the top of the ladder. However, in many cases, it is not only the individuals fault for not being as educated or experience he or she should be. Many outside factors such as the community, resources availability, and one’s class can affect someone from being able to reach their high potential. Patrick J. Finn, author of Literacy with an Attitude: Educating Working-Class Children in Their Own Self-Interest, speaks on how language, the education system, and
It is important to maintain children’s home language as it may help them learn and understand a second language. Barratt-Pugh (2000) discusses the benefits of bilingualism and maintaining it through early childhood settings, also mentions the concerns families have for their children maintaining two languages through schooling. Research within the article states that children who speak more than one language will have a higher level of understanding literacy content, form, genre, as well as understand the differences and translating within both languages. This demonstrates a contrast of strengths and experiences with literacy (linguist...
...r they had all received the same language instruction for three years (kindergarten, first and second grade). These finding conclude that English language proficiency at the time of entering school does not matter. A good early literacy program works for both L1 students and ESL students who enter school at the kindergarten age. Students at that age are very susceptible to learning new languages quickly. The ESL children had difficulties in kindergarten, but by second grade they had caught up and were right on track with the L1 students and some of them even surpassed the L1 students.
Lacking the necessary support, many start to devalue the importance of doing well in school deciding that perhaps school isn’t part of their identity. In Susan’s case she’s eliciting multiple forms of subordination, and within each dimension she’s being subjective to different types of oppression; racial oppression, gender oppression, and class oppression, she’s experiencing cultural alienation and isolation and is not only based on her ethnicity as a Latina but is also influenced by how she is treated as a female, as a member of a certain socioeconomic class, and in relation to her English language proficiency, and even her perceived immigration status. In this sense, students like Susan experience different forms of discrimination or marginalization that stems from
Child who learns to speak English has more control than parent (Costa 1)- Acculturated second generation generally more economically successful
“I think my mother’s English almost had an effect on 5) limiting my possibilities in life as well. Sociologists and linguists probably will tell you that a person’s developing language skills are more influenced by peers. But I do think that the language spoken in the fa...
In the United States, it is important for a person to speak English fluently because it is the official language in America and everybody communicates in English. Many people believe that English should be the only language in America and that sometimes people may face prejudice when they speak English with an accent. For some parents, the fear of prejudice makes them decided not to teach their children their native tongue. On the other hand, there are many other reasons why some parents want to teach their children their native tongue. Gabriela Kuntz explains in My Spanish Standoff why she did not allow her children to speak Spanish at home. Kuntz’s explanations are acceptable, but some research studies reveal that most young children can learn two or more languages. Also, many researchers say that children can learn a second language faster than adults.
Both authors Amy Tan who wrote Mother Tongue and Andrew Lam who wrote Show and Tell focus on language. These authors bring up the fact that those who do not speak English “fluently” are placed at a disadvantage in the US. In the American society, if English is not your first language people do not take you seriously. I will argue that Amy Tan and Andrew Lam are trying to prove those who do not speak English fluently are at a disadvantage through expanding on the idea of English speakers bullying those who are considered “foreign”, not being able to receive the same benefits as English speaking people and they have a harder time communicating with others.
In order to children can grow up healthily, parents need to be pay more attention to their children. Teachers’ education mission is teaching children the knowledge they need, but they cannot be with the children all the time. Immigrant family parents and children have a hard time to be in the U.S. education because of the different educational system and language. Spring said that immigrant groups arrive with a variety of educational backgrounds (Spring, 2014). This means teachers not only need to get more information about these educational backgrounds, but also try to communicate with the children and parents. Low academic parents try their best to provide children an education opportunity. They wish teachers could help their children as much as they could on education because they do not have the ability. However, teachers’ abilities are limited. Based on the same expectation of parents and teachers, school-home connection is the best option to help children to work toward their academic goals. teachers and parents need to share valuable information about the children with each other. For example, teachers would have parents know more about the school educational system, children’s school life, and their performance on study. Parents need to talk about their original educational system, culture, and the children’s home behaviors so that teachers can make an appropriate lesson
The program in which I feel benefits the support of children and families who are culturally and linguistically diverse is that of providing early identification and support in which it “requires careful attention to children’s individual needs and high quality educational approached tailor to meet these needs.” (Darragh, 2010, p.443) in which children who are ESL (English as a Second Language) are able to learn through RTI (Response to Intervention) and get the support necessary to support their success.
The Gaia hypothesis was expressed by James Lovelock in mid 1960s and published in a book in 1979.（Sean Chamberlin) The ancient Greek called their Earth goddess Gaia, James Lovelock had taken the idea of ancient Greek and named his hypothesis Gaia. The central theme for Gaia Hypothesis is that organisms interact with their inorganic surroundings on Earth to form a self-regulating. Most simply expressed as “The Earth is Alive.”(Virtual Fossil Museum) If there are some inherent factors harmful to Earth, “Gaia” system itself has an anti-feedback function, can those to get rid of harmful factors.
In the example given above, if that child is sent to a french immersion school he or she would have an advantage compared to a child who has only learnt english, if the said child goes ahead to pursuit french as a post secondary degree he or she will have an advantage over other students. Learning the language from the family will be an embodied cultural capital and it gives the student an advantage. Other forms of embodied capital can also include cultural beliefs, values, opinions and morals, political beliefs, studying and work ethic, etc. Wu(2008; 202) states that “The theory suggests that the effect of families’ social origin on children’s educational performance is, to a certain extent, due to the greater cultural capital of high-status parents that helps the children have greater competence in mastering the curriculum in schools.” These traits are learned behaviour from an individuals family, an individuals study ethics, vocational skills, reading and writing abilities will enable him or her to attain educational success. Students from the middle class and upwards often go into
The Gaia Hypothesis In the early 1960's, James Lovelock was invited by NASA to participate in the scientific research for evidence of life on Mars. His job was to design instruments, capable of detecting the presence of life, which could be sent on a spacecraft to Mars. This led him to think about what constitutes life, and how it can be detected. He decided that the most general characteristic of life was that it takes in energy and matter and discards waste products.
Language has pioneered many interracial relationships and historical milestones. Language is a necessity for basic communication and cultural diversity. Being multilingual is a skill proven influential to a successful future. Due to rapid globalization, countries all over the world are stressing the importance of learning a second, or even third, language. With the exception of time and lack of resources, adults have very few widely applicable disadvantages to learning multiple languages. However, language learning as a child presents more complications. Some of those include not having enough funding at the elementary school level to introduce a program for secondary language, academic overload for the youth, stress for both the parent and student parties, and the mixing of languages. Not all of these complications are true in any or all situations, however, and the absence of them provides multitudes of opportunity for future career and academic success. Ultimately, it is the responsibility of the parents or the education legislation to decide whether they encourage the learning of a secondary language at the young age necessary for retention. “The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency,” therefore the younger a child begins to learn, the more likely they are to benefit to the maximum potential (Robertson). Keeping the language learning in high school or beginning the process earlier is a greatly controversial discussion that is important to address because of the topic’s already lengthy suspension.