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ACCULTURATION
Little expression or interactions Observing and listening in attempt to make sense of new surroundings Headaches or other physical symptoms may manifest Withdrawl, sadness, anger, other moods may prevail Level of comfort reached in certain settings Feelings of empathy for others, helps or befriends peers Awareness, respect, and appreciation of differences between cultures May help others at home to go through similar stages of adjustment, and repeat cycle Before leaving this topic, one ELL subgroup requires special focus, in relation to acculturation. A brief discussion of ELLs who are adopted from foreign countries highlights their unique circumstances. ACCULTURATION FOR INTERNATIONAL ADOPTEES As stated previously in our discussion on demographics, the number of Internationally Adopted (IA) children has grown significantly in the last decade, with approximately 20,000 children adopted annually by U.S. parents. These children carry their own set of adjustment challenges that differ significantly from other immigrant children. Their unique challenges make IA children especially at risk for academic and social failure. As we again look to what we know about L1 development, we can consider additional SLA and acculturation challenges for the Internationally Adopted English Language Learner. We know there are certain key components that support language development including: caregiver bonding, strong language models, frequent interactions and turn-taking opportunities, good general health and hearing health, proper nutrition, sensory stimulation, language practice and reinforcement. We also know that for many IA children, these key components may be lacking or at very least transitory. In addition, the IA ELL is faced with more influencing factors and more adjustments once adopted. Not only is there adjustment to a new language, a new culture and a new environment, but a new family with few cultural referents and little if any reinforcement of L1. Subtractive bilingualism and arrested development of L1 are factors that cannot be overlooked. Individual personal history must be considered for the institutionalized IA child to determine risk factors. Most of what we know about risk factors for the IA child comes from orphanages and institutions in East European countries, especially Romania and the former Soviet Union. Beverly et al (2008) found that… “children from the former Soviet Union experienced substantial preadoption adversity associated with lengthy orphanage stays and poor care. Gender and low birth rate were also factors”. Other risk factors include:
Although IA children will evidence the normal SLA stages and developmental patterns, they may require more time to develop proficiency, and may display some of the SLA characteristics beyond expected time frames. The IA child’s need for more time to fill in language learning gaps may be mistaken for deficits. We will discuss this in Part III and provide some assessment guidelines. In the last ten years, there has been growing research that includes brain imaging studies of IA children. Glennen provides two excellent reviews of the current research on IA and are included in Appendix B for further reference. As we conclude Part II, it is crucial to remember that each ELL presents an individual profile of skills related to their background, personal history, and experiences. Motivation, personality, attitude, anxiety, and related factors all have a significant influence on language learning. Students need time to adjust to the new culture, language, and school. The rate of second language acquisition is heavily dependent on many interrelated variables, as illustrated in Figure B in Appendix B. Assuming that all ELLs have had the same academic and life experiences, and both understand and use language in the same way as we do in U.S. schools and culture, is both ethnocentric and contrary to culturally competent practice. To assure that we meet AHSA’s charge to honor culture and work within the context of individual backgrounds, here is a practical recommendation. Use ASHA’s Cultural Norms handout (Appendix B) as a checklist when discussing concerns or needs of an ELL student. Guide the team through each topic and list what is known about the ELL, and then determine what you still need to find out about that student’s native culture. Once there is a larger picture view of the student’s specific cultural context, realistic expectations within that cultural context and background circumstances can be considered. Read Cultivate your Cultural Competence: Why is Yogurt Good For You (Appendix B), to further develop understanding of this concept. Battle (2002) aptly summarizes the importance of second language acquisition, bilingualism, and acculturation, “Children are capable of learning two languages. Each child brings to the language- learning experience his or her own social, cognitive, and linguistic aptitudes and abilities. No two children are alike because of the multitude of variables that make each child an individual in two language worlds. The age of L2 learning, the environment of language learning, and the educational system that supports or does not support the use of two languages are all part of the language experience for the bilingual child.” With this full picture understanding of bilingualism, we will use this knowledge as a context for assessment and diagnostic considerations. You will now be able to ask better questions as a team member faced with academic or behavioral concerns of an ELL student. |
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