DOCSLIB.ORG

DOCUMENT RESUME ED 214 406 TITLE Teaching English to Haitians

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DOCUMENT RESUME ED 214 406 TITLE Teaching English to Haitians. Refugee'Eduction Guide. General Information Series #26. INSTITUTION Center for Applied Linguistics, Washington,D.C. Language and Orientation Resource Center./ SPONS AGENCY Office of Refugee Resettlement (DHHS), Washington, D.C. PUB ,DATE Sep 81 GRANT 98-P-10002-3-01 NOTE 54p. 0. LANGUAGE English; Haitian Creole EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *English (Second Language); *Haitian reole; *Haitians; *Interference (Language);*Lesson Plans; Morphology (Languages); Phonology;S coed Language Instruction; Syntax ABSTRACT Three types of information usefulo English as a Second Language teachers of Haitianrefugees are p ovided: (1) a discussion of the Haitian educationalsystem.and f reasons for the high illiteraty rate; (2)an explanation of the 1 nguage situation in Haiti where the official language isFrench, and he native language of most of the population is HaitianCreole; and (3) a sketch of the phonetic system and pronunciation problemsfor Haitians learning English. The last part of the bookpresents an analysis of the phonology, morphology, and syntax of Haitian Craoleand 19 English pronunciation lessons with notes. (AMH) ************k************************ ********************************* * Reproductions supplied by EDRS * * a e the best that can be made from the origi al document. * ************************************ ********************************** Refugee Education Guide General Information Series#26 TeachingEnglish to Haitians Language and OrientationResource Center U.S. DEPARTRIENT OF EDUCATION Center for AppliedLinguistics NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION "PERMISSION TO REPRODUCE THIS 3520 Prospect Street,NW CENTER (EPIC) MATERIAL HAS BEEN GRANTED BY , kX. This documenthas been reproduced as Washington DC 20007 received from the person or organization onginating it. (800) 424-3750 (toll-free) 0 Minor changes have been madeto improve reproduction quaky. Vis-nitue-Ai (800) 424.3701 (toll-free) Points of view or opinions stated inthis docu (202) 298.9292 (in ment do not necessarily represent official NIE TO THE EDUCATIONAL RESOURCES Washington, D.C.) position or poky. INFORMATION CENTER (ERIC)." September 1981 Teaching ESL to Haitians Introduction The Center for Applied Linguistics has had three purposes in mind in the development of this Guide. First, the Center staff wants to provide informa- tion on the current Haitian educational system and the status of literacyas found among Haitian adults in Haiti. Next, the staff would like to give a brief overview of the language situation in Haiti, as wellas an all-too- sketchy of Haitian-Creole-- in particular its pronunciation and some of its major syntactic features. Finally, the staff would like to provide teaching materials which deal with the particular pronunciation problemsHaitian students might hove in learning English.We feel that such information will be of use in making both the learning and teaching of Englishas a second language to Haitians more efficient and enjoyable. Education and Literacy in Haiti As is common throughout Latin-America, the Haitian educational system is modeled on the French system as this was developed during thiscentury. The Haitian system uses Standard French as its medium of instruction. Since most Haitians speak Haitian-Creole as a first language, the language ofthe school is different from the language'of the home. The Haitian educational system makes it mandatory that all children entering the system acquire French as quickly as possible. The traditional Haitian educational system has ignored Haitian-Creole until fairly recently. Some of the public schools, as well as some of the private ones, have started to teach literacy in Haitian-Creole. This is based on the sound notion thatone can best learn to read in one's mother language first. Despite this belated recognition of the home language within the school curriculum, the use of a language foreignto the child enter- ing the school system imposes a very heavy burdenen the child. Such lingustic problems probably contribute to a rather high dropoutrate among Haitian chil- dren. The Haitian educational system is highly developed.The system has pro- duced writers, poets, aud scholars of internationalrepute. However, as is common throughout much of Latin-America, the educational system isset up to serve the needs of an urban elite. Despite the many admirable qualities of the Haitian educational system, the sad truth is that itserves only a small frac- tion of all Haitians. The end result of this is mass illiteracy in Haiti. Around 20% of all adult Haitians are estimatedto be literate. Most of the literate Haitians are concentrated in the urbanareas of Haiti. The majority of newly arrivedHaitians in the United States are probablyilliterate, since most of these Haitianscome from rural areas. Keep in mind that fora Haitian to become literate inthe past has meant that he has hadto learn a second lan- guage (French). Difficult as it is to become literate in one'sown language, the task of doingso in a second or foreign language complicatesthe task. Teaching nonliteratestudents to read English requires specialconsideration and the reader is advised to consultthe LORC Guide to Teaching ESLto Nonliterate Adults. Nonliterate Adults The Haitian educational system begins withKindergarten and continues through a thirteenthyear in high school. French is the instructionallanguage and mandatory competitive examinations are required at the 12th and 13thgrades. Students mustpass the 12th grade.examination to proceed to the 13thgrade. Successful performanceon the 13th grade examination allows the studentto at- tend college. High schoolprograms are designed on subject-tract lines,e.g., science curriculum, pre-literaturecurriculum, etc. Information is usuallypresented in a lecture formataccording to a prescribed schedule. Learning is primarily by rote and exactrepetition; analysis or synthesis of informationis not ex- pected. Obedience to the teacheris required. As school is notcompulsory, many children from less affluentfamilies work rather than attend school. The literacy rate in Haiti is very low andis one of the factors contributing to the economic disparitybetween Haitians. SinCe most of the Haitian refugees that havecome to the United States in recent years lack muchformal education, ',SL teachers willbe faced with the task of instructing two basic groups ofindividuals: (1) Haitiansnot possessing any educational skills and only capableof signing theirnames and performing simple arithmeticcomputa- tions (addition and subtraction); (2) Haitians havinghad four to six years of schooling and whomay be able to write a basic sentence with all thenecessary grammatical components tin French]. However, ESL teachers shouldbear in mind that the majority of Haitians arriving in theUnited States of late will most likely beclassified as nonliterate. The Language Situation inHaiti The official language ofHaiti is French. This is the language thatis used in the schools and colleges, the courts andfor most functions ofthe -2- 4 government. The most widely spoken language in Haiti isHaitian-Creole. Haitian-Creole isspoken as a first language by most Haitians andis generally used by most /Haitians(including those who also speak French) in informalsit- uations. French/ is acquired through formal instruction. Thus, if a Haitian has not had/any formaleducation, it is probable that he will know littleor no French. / Indeed, the sign of an educated individualin Haiti is his/her ability toispeak French. Haitian-Creole (HC) is generally not written,although there now/existsan offical orthography for it and such an orthographyis being taught in/ some of thepublic and private schools. The language situationin Haiti has been describedas 'diglossic'. This means that Haitiansociety em- ploys t o languagesbut assigns different functional roles to thetwo languages. This is not a unique situation. Many minority language communities in theUnited States/are diglossic. For example, Navajo-speakers typically speak Navajoat home and at tribalmeetings, but speak English in conjunction withbusiness out- side the tribal setting. To be a viable member of the Navajo tribe,you have to sneak Navajo as wellas English. In fact, many Europeancountries were diglossic until fairlyrecently. Latin was used in theschools, churches and courts, while localvernaculars (essentially unwritten forms of locallanguages) were used fo-7 more informal purposes (such vernacularsas Spanish, French, Mitch, German, English,etc., in time became official languageson their own and displaced Latin). At one point, England was triglossic, since it usedLatin in the churches andthe universities, Fr3,,ch in the courts(both law and royal) and English formore humble activities. The role of Frenchis an important in Haiti. one The range of fluencyin French ranges from Haitianswho sped( French as well as any Frenchman to individuals who have but a smatteringof it. the prestige of Given French in Haiti,undoubtedly some Haitians might beinclined to claim a far greaterdegree of French fluency than might bewarranted. That someone might want to claima far greater amount of French thancan be justi- fied testifiesto the great prestige accorded French inHaiti. French has had such great prestigein Haiti that'it has just aboutoverwhelmed Haitian-Creole. Indeed, HaitianCreoleis often regarded in rather negativeterms. Part of this negative connotation comes fromnegative connotation attached
Recommended publications

  • Langues Et Cultures Dans Le Bassin Du Lac Tchad

    LANGUES ET CULTURES DANS LE BASSIN DU LAC TCHAD Journées dëtudes les 4 et 5 septembre 1984 ORSTOM (Paris) TEXTES RASSEMBLES ET PRESENTES par Daniel BARRETEAU LANGUES ET CULTURES DANS LE BASSIN DU LAC TCHAD Journées d’études les 4 et 5 septembre 1984 ORSTOM (Paris) LANGUES ET CULTURES DANS LE BASSIN DU LAC TCHAD Journées dëtudes les 4 et 5 septembre 1984 ORSTOM (Paris) Éditions de I’ORSTOM INSTITUT FRANÇAIS DE RECHERCHE SCIENTIFIQUE POUR LE DÉVELOPPEMENT EN COOPÉRATION Collection COLLOQUES et SÉMINAIRES PARIS 1987 .-.. .* Remerciements sincères a tous les auteurs et collaborateurs. Dactylographie et maquettage : Daniel BARRETEAU Liliane SORIN-BARRETEAU Cartographie : Roland BRETON Illustrations : Dessins de Danièle MOLEZ, d'aprk des photographies de Guy MAURETTE La loi du 11 mars 1957 n’autorisant, aux termes des alinéas 2 et 3 de l’article 41, d’une part, que les tcopies ou reproductions strictement rbervbes B l’usage privb du copiste et non destinbes A une utilisa- tion collectiver et, d’autre part, que les analyses et les courtes citations dans un but d’exemple et d’illus- tration, (toute reprbentation ou reproduction intbgrale, ou partielle, faite sans le consentement de l’auteur ou de ses ayants droit ou ayants cause, est illicites (elinbe 1” de l’article 40). Cette reprbentation ou reproduction, par quelque procbdb que ce soit, constituerait donc une contrefa- con sanctionnbe par les articles 426 et suivants du Code Pbal. I66N : 0767-2896 (DORSTOfvllS87 ISBN : 2-7099-0890-5 . SOMMAIRE page INTRODUCTION GENERALE ET RESUMES . 9-19 COMPARAISON ET CLASSIFICATION LINGUISTIQUES . 21-77 E. WOLFF: Introductory remarks on the linguistic si- tuation in the Lake Chad Basin and the study of language contact .
  • Two Vernacular Features in the English of Four American-Born Chinese Amy Wong New York University

    Two Vernacular Features in the English of Four American-Born Chinese Amy Wong New York University

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarlyCommons@Penn University of Pennsylvania Working Papers in Linguistics Volume 13 2007 Article 17 Issue 2 Selected Papers from NWAV 35 10-1-2007 Two Vernacular Features in the English of Four American-born Chinese Amy Wong New York University This paper is posted at ScholarlyCommons. http://repository.upenn.edu/pwpl/vol13/iss2/17 For more information, please contact [email protected]. Two Vernacular Features in the English of Four American-born Chinese This conference paper is available in University of Pennsylvania Working Papers in Linguistics: http://repository.upenn.edu/pwpl/ vol13/iss2/17 Two Vernacular Features in the English of Four American-Born Chinese in New York City* Amy Wong 1 Introduction Variationist sociolinguistics has largely overlooked the English of Chinese Americans, sometimes because many of them spoke English non-natively. However, the number of Chinese immigrants has grown over the last 40 years, in part as a consequence of the 1965 Immigration and Nationality Act that repealed the severe immigration restrictions established by the 1882 Chinese Exclusion Act (García 1997). The 1965 act led to an increase in the number of America Born Chinese (ABC) who, as a result of being immersed in the American educational system that “urges inevitable shift to English” (Wong 1988:109), have grown up speaking English natively. Tsang and Wing even assert that “the English verbal performance of native-born Chinese Americans is no different from that of whites” (1985:12, cited in Wong 1988:210), an assertion that requires closer examination.
  • Ethnolect, Dialect, and Linguistic Repertoire in New York City Kara Becker

    Ethnolect, Dialect, and Linguistic Repertoire in New York City Kara Becker

    Ethnolect, dialect, and linguistic repertoire in New York City Kara Becker Introduction One way to conceptualize the ethnolect is to look beyond the fixed category when considering the role of ethnicity in speaker production. This paper adopts a linguistic repertoire approach (Gumperz 1964, Benor 2010) to investigate the identity construction of one speaker who utilizes a diverse set of linguistic resources on the Lower East Side of New York City. Highlighting features that are commonly bounded as ethnolectal (copula absence as a feature of African American English (AAE)), dialectal (BOUGHT-raising as a feature of New York City English (NYCE)), or potentially either (non-rhoticity in the syllable coda, a feature associate with both AAE and NYCE) demonstrates the limitations of bounded categories like ethnolect and dialect in capturing the complexities of speaker practice. The traditional sociolinguistic approach to descriptions of African American speakers in New York City (c.f. Labov 1972a) and elsewhere in North America has been either to consider them primarily as speakers of an ethnolect (AAE), or to investigate the extent to which they assimilate to the local white norm (NYCE). A linguistic repertoire approach, in contrast, does not take a position on a speaker’s underlying linguistic variety, but allows for more fluidity between bounded –lects. The present analysis draws heavily from Benor’s (2010) notion of the ethnolinguistic repertoire, and expands on this approach by looking at how a speaker constructs not only ethnic identity but other aspects of a multivalent identity (Mendoza Denton 2002). Two aspects of speaker identity – ethnicity and locality – are highlighted here to demonstrate how a repertoire approach can reinforce efforts towards a more nuanced analysis of ethnolects and dialects in sociolinguistic research (Yeager-Dror and Thomas 2010).
  • 5892 Cisco Category: Standards Track August 2010 ISSN: 2070-1721

    5892 Cisco Category: Standards Track August 2010 ISSN: 2070-1721

    Internet Engineering Task Force (IETF) P. Faltstrom, Ed. Request for Comments: 5892 Cisco Category: Standards Track August 2010 ISSN: 2070-1721 The Unicode Code Points and Internationalized Domain Names for Applications (IDNA) Abstract This document specifies rules for deciding whether a code point, considered in isolation or in context, is a candidate for inclusion in an Internationalized Domain Name (IDN). It is part of the specification of Internationalizing Domain Names in Applications 2008 (IDNA2008). Status of This Memo This is an Internet Standards Track document. This document is a product of the Internet Engineering Task Force (IETF). It represents the consensus of the IETF community. It has received public review and has been approved for publication by the Internet Engineering Steering Group (IESG). Further information on Internet Standards is available in Section 2 of RFC 5741. Information about the current status of this document, any errata, and how to provide feedback on it may be obtained at http://www.rfc-editor.org/info/rfc5892. Copyright Notice Copyright (c) 2010 IETF Trust and the persons identified as the document authors. All rights reserved. This document is subject to BCP 78 and the IETF Trust's Legal Provisions Relating to IETF Documents (http://trustee.ietf.org/license-info) in effect on the date of publication of this document. Please review these documents carefully, as they describe your rights and restrictions with respect to this document. Code Components extracted from this document must include Simplified BSD License text as described in Section 4.e of the Trust Legal Provisions and are provided without warranty as described in the Simplified BSD License.
  • Making Sense of "Bad English"

    Making Sense of "Bad English"

    MAKING SENSE OF “BAD ENGLISH” Why is it that some ways of using English are considered “good” and others are considered “bad”? Why are certain forms of language termed elegant, eloquent, or refined, whereas others are deemed uneducated, coarse, or inappropriate? Making Sense of “Bad English” is an accessible introduction to attitudes and ideologies towards the use of English in different settings around the world. Outlining how perceptions about what constitutes “good” and “bad” English have been shaped, this book shows how these principles are based on social factors rather than linguistic issues and highlights some of the real-life consequences of these perceptions. Features include: • an overview of attitudes towards English and how they came about, as well as real-life consequences and benefits of using “bad” English; • explicit links between different English language systems, including child’s English, English as a lingua franca, African American English, Singlish, and New Delhi English; • examples taken from classic names in the field of sociolinguistics, including Labov, Trudgill, Baugh, and Lambert, as well as rising stars and more recent cutting-edge research; • links to relevant social parallels, including cultural outputs such as holiday myths, to help readers engage in a new way with the notion of Standard English; • supporting online material for students which features worksheets, links to audio and news files, further examples and discussion questions, and background on key issues from the book. Making Sense of “Bad English” provides an engaging and thought-provoking overview of this topic and is essential reading for any student studying sociolinguistics within a global setting.
  • Kyrillische Schrift Für Den Computer

    Kyrillische Schrift Für Den Computer

    Hanna-Chris Gast Kyrillische Schrift für den Computer Benennung der Buchstaben, Vergleich der Transkriptionen in Bibliotheken und Standesämtern, Auflistung der Unicodes sowie Tastaturbelegung für Windows XP Inhalt Seite Vorwort ................................................................................................................................................ 2 1 Kyrillische Schriftzeichen mit Benennung................................................................................... 3 1.1 Die Buchstaben im Russischen mit Schreibschrift und Aussprache.................................. 3 1.2 Kyrillische Schriftzeichen anderer slawischer Sprachen.................................................... 9 1.3 Veraltete kyrillische Schriftzeichen .................................................................................... 10 1.4 Die gebräuchlichen Sonderzeichen ..................................................................................... 11 2 Transliterationen und Transkriptionen (Umschriften) .......................................................... 13 2.1 Begriffe zum Thema Transkription/Transliteration/Umschrift ...................................... 13 2.2 Normen und Vorschriften für Bibliotheken und Standesämter....................................... 15 2.3 Tabellarische Übersicht der Umschriften aus dem Russischen ....................................... 21 2.4 Transliterationen veralteter kyrillischer Buchstaben ....................................................... 25 2.5 Transliterationen bei anderen slawischen
  • Federal Railroad Administration Fiscal Year 2012 Enforcement Report

    Federal Railroad Administration Fiscal Year 2012 Enforcement Report

    Federal Railroad Fiscal Year 2012 Administration Enforcement Report Table of Contents I. Introduction II. Summary of Inspections and Audits Performed and of Enforcement Actions Recommended in FY 2012 A. Railroad Safety and Hazmat Compliance Inspections and Audits 1. All Railroads and Other Entities (e.g., Hazmat Shippers) Except Individuals 2. Railroads Only B. Summary of Railroad Safety Violations Cited by Inspectors, by Regulatory Oversight Discipline or Subdiscipline 1. Accident/Incident Reporting 2. Grade Crossing Signal System Safety 3. Hazardous Materials 4. Motive Power and Equipment 5. Railroad Operating Practices 6. Signal System Safety 7. Track C. FRA and State Inspections of Railroads, Sorted by Railroad Type 1. Class I Railroads 2. Probable Class II Railroads 3. Probable Class III Railroads D. Inspections and Recommended Enforcement Actions, Sorted by Individual Class I Railroad 1. BNSF Railway Company 2. Canadian National Railway/Grand Trunk Corporation 3. Canadian Pacific Railway/Soo Line Railroad Company 4. CSX Transportation, Inc. 5. The Kansas City Southern Railway Company 6. National Railroad Passenger Corporation (Amtrak) 7. Norfolk Southern Railway Company 8. Union Pacific Railroad Company III. Civil Penalty Assessment and Settlement Summaries in FY 2012 A. In General B. Summary 1—Brief Summary, with Focus on Initial Assessments Transmitted C. Breakdown of Initial Assessments in Summary 1 1. For Each Class I Railroad Individually in FY 2012 2. For Probable Class II Railroads in Aggregate in FY 2012 3. For Probable Class III Railroads in Aggregate in FY 2012 4. For Hazmat Shippers in Aggregate in FY 2012 5. For Contractors in Aggregate in FY 2012 D.
  • Iso/Iec Jtc1/Sc2/Wg2 N3748 L2/10-002

    Iso/Iec Jtc1/Sc2/Wg2 N3748 L2/10-002

    ISO/IEC JTC1/SC2/WG2 N3748 L2/10-002 2010-01-21 Universal Multiple-Octet Coded Character Set International Organization for Standardization Organisation internationale de normalisation Международная организация по стандартизации Doc Type: Working Group Document Title: Proposal to encode nine Cyrillic characters for Slavonic Source: UC Berkeley Script Encoding Initiative (Universal Scripts Project) Authors: Michael Everson, Victor Baranov, Heinz Miklas, Achim Rabus Status: Individual Contribution Action: For consideration by JTC1/SC2/WG2 and UTC Date: 2010-01-21 1. Introduction. This document requests the addition of a nine Cyrillic characters to the UCS, extending the set of combining characters introduced in the Cyrillic Extended A block (U+2DE0..2DFF). These characters occur in medieval Church Slavonic manuscripts from the 10th/11th to the 17th centuries CE which are at present the object of scholarly investigations and publications in printed and electronic form. They are also used in modern ecclesiastical editions of liturgical and religious books. The set comprises nine superscript letters for which examples from representative primary sources are given. Printed samples of all units proposed for addition are to be found in the new Belgrade table, worked out by a group of slavists in 2007-08 (cf. BS). They also occur in certain Cyrillic fonts composed for scholarly publications, like the one designed by Victor A. Baranov at Izhevsk Technical university. 2. Additional combining characters. Principally, the superscription of characters in medieval Cyrillic manuscripts and printed ecclesiastical editions fulfils two major functions—the classification of abbreviations (in addition to other means, inherited from the Greek mother-tradition: per suspensionem— for common words of liturgical rubrics, and per contractionem—for nomina sacra, cf.
  • The Social Perception of Three Features of New York City English

    The Social Perception of Three Features of New York City English

    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 5-2018 The Social Perception of Three Features of New York City English Giacomo Castronovo Jr. The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2654 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE SOCIAL PERCEPTION OF THREE FEATURES OF NEW YORK CITY ENGLISH by GIACOMO CASTRONOVO JR. A master’s thesis submitted to the Graduate Faculty in Linguistics in partial fulfillment of the requirements for the degree of Master of Arts, The City University of New York 2018 © 2018 GIACOMO CASTRONOVO All Rights Reserved ii The Social Perception of Three Features of New York City English by Giacomo Castronovo Jr. This manuscript has been read and accepted for the Graduate Faculty in Linguistics in satisfaction of the thesis requirement for the degree of Master of Arts. Date Michael Newman Thesis Advisor Date Gita Martohardjono Executive Officer THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT The Social Perception of Three Features of New York City English by Giacomo Castronovo Jr. Advisor: Michael Newman Since the late 19th Century, the accent particular to New Yorker City natives of European descent has been negatively perceived by both the American general public and the speakers themselves. The stereotypification of New York City English speakers has largely been the cause of this negative evaluation, in that the features of the accent, as well as the unique New York discourse style, have long been utilized by actors and comedians to create characters of uneducated, uncultured provenance, as well as, all too often, unscrupulous behavior.
  • Lots of Thoughts on the Endangered Palms of New York

    Lots of Thoughts on the Endangered Palms of New York

    University of Pennsylvania Working Papers in Linguistics Volume 22 Issue 2 Selected Papers from New Ways of Article 15 Analyzing Variation (NWAV 44) 12-2016 LOTs of THOUGHTs on the Endangered PALMs of New York Michael Newman Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Newman, Michael (2016) "LOTs of THOUGHTs on the Endangered PALMs of New York," University of Pennsylvania Working Papers in Linguistics: Vol. 22 : Iss. 2 , Article 15. Available at: https://repository.upenn.edu/pwpl/vol22/iss2/15 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol22/iss2/15 For more information, please contact [email protected]. LOTs of THOUGHTs on the Endangered PALMs of New York Abstract Prior determination of the vowels instantiated by tokens is needed to be able to reliably to plot those vowels. Consequently, investigation of variation and change involving the New York City English (NYCE) low-back vowel system encounters an obstacle in the difficulty in assigning some words to the LOT versus PALM classes given reports of interspeaker variation between them (see e.g., Labov, Ash and Boberg 2006) and their proximity in vowel space. It is sometimes unclear which vowel class tokens should be assigned to. This study addresses that problem by the employment of hierarchical cluster analysis (HCA) to propose the needed token vowel assignments. This statistical technique was applied to the low back vowels derived from a read-aloud task given to eleven White New Yorkers, the group for whom the greatest variation has been reported. HCA appears ideally suited to the task because it groups items by similarity defined in terms of proximity in Euclidean distance just as in a vowel chart.
  • Spotlight on “Long-Term English Language Learners”: Characteristics and Prior Schooling Experiences of an Invisible Population

    Spotlight on “Long-Term English Language Learners”: Characteristics and Prior Schooling Experiences of an Invisible Population

    International Multilingual Research Journal,6:121–142,2012 Copyright © Taylor & Francis Group, LLC ISSN: 1931-3152 print / 1931-3160 online DOI: 10.1080/19313152.2012.665822 Spotlight on “Long-Term English Language Learners”: Characteristics and Prior Schooling Experiences of an Invisible Population Kate Menken Department of Linguistics Queens College & Graduate Center City University of New York Tatyana Kleyn Bilingual Education TESOL Program City College of New York Nabin Chae Center for Urban Education Graduate Center City College of New York This article presents qualitative research findings about the characteristics and prior schooling experiences of “long-term English language learners” (LTELLs), who have attended U.S. schools for 7 years or more, and about whom there is little empirical research, despite their significant num- bers. Findings indicate that these students are orally bilingual for social purposes, yet have limited academic literacy skills in English and their native languages as a result of subtractive prior school- ing experiences. Two main groups of LTELLs are identified: (a) students with inconsistent U.S. Downloaded by [Ms Kate Menken] at 13:18 08 October 2012 schooling, who have shifted between bilingual education, English as a second language, and main- stream classrooms with no language support programming, and (b) transnational students, who have moved back and forth between the United States and their family’s country of origin. It is argued that programming for LTELLs in high school must be distinctive, and recommendations for policy and practice are outlined. Keywords: emergent bilinguals, English language learners, Generation 1.5, long-term English language learners, secondary school Correspondence concerning this article should be addressed to Kate Menken, Department of Linguistics, Queens College & Graduate Center, City University of New York, LCD-Linguistics-KS 349, 65-30 Kissena Blvd., Flushing, New York, NY 11367.
  • ISO/IEC International Standard 10646-1

    ISO/IEC International Standard 10646-1

    JTC1/SC2/WG2 N3381 ISO/IEC 10646:2003/Amd.4:2008 (E) Information technology — Universal Multiple-Octet Coded Character Set (UCS) — AMENDMENT 4: Cham, Game Tiles, and other characters such as ISO/IEC 8824 and ISO/IEC 8825, the concept of Page 1, Clause 1 Scope implementation level may still be referenced as „Implementa- tion level 3‟. See annex N. In the note, update the Unicode Standard version from 5.0 to 5.1. Page 12, Sub-clause 16.1 Purpose and con- text of identification Page 1, Sub-clause 2.2 Conformance of in- formation interchange In first paragraph, remove „, the implementation level,‟. In second paragraph, remove „, and to an identified In second paragraph, remove „with an implementation implementation level chosen from clause 14‟. level‟. In fifth paragraph, remove „, the adopted implementa- Page 12, Sub-clause 16.2 Identification of tion level‟. UCS coded representation form with imple- mentation level Page 1, Sub-clause 2.3 Conformance of de- vices Rename sub-clause „Identification of UCS coded repre- sentation form‟. In second paragraph (after the note), remove „the adopted implementation level,‟. In first paragraph, remove „and an implementation level (see clause 14)‟. In fourth and fifth paragraph (b and c statements), re- move „and implementation level‟. Replace the 6-item list by the following 2-item list and note: Page 2, Clause 3 Normative references ESC 02/05 02/15 04/05 Update the reference to the Unicode Bidirectional Algo- UCS-2 rithm and the Unicode Normalization Forms as follows: ESC 02/05 02/15 04/06 Unicode Standard Annex, UAX#9, The Unicode Bidi- rectional Algorithm, Version 5.1.0, March 2008.