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Ethnic Heritage and Language Schools in America. Studies in American Folklife, No DOCUMENT RESUME ED 315 371 SO 020 576 AUTHOR Bradunas, Elena; Topping, Brett, Ed. TITLE Ethnic Heritage and Language Schools in America. Studies in American Folklife, No. 4. INSTITUTION Library of Congress, Washington, D.C. American Folklife Center. PUB DATE 88 NOTE 339p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 ($16.00). PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS *Community Schools; *Cultural Activities; *Cultural Background; *Cultural Education; Elementary Secondary Education; Ethnic Groups; *Ethnicity; Ethnic Studies; Folk Schools; Participant Observation; Religious Education; Second Language Instruction IDENTIFIERS :thnic Heritage and Language Schools Project; *Ethnic Schools ABSTRACT This book reports the findings of the Ethnic Heritage and Language Schools Project undertaken by the American Folklife Center in 1982. Twenty-one researchers used participant observation to study ethnic schools in different parts of the United States. The project studied schools that correspond to Fishman's classification of ethnic education programs: (1) all-day schools, (2) weekday after-hours schools, and (3) weekend schools. Each survey fieldworker conducted research independently, under the direction of the project coordinator, using general interview guidelines. Thirteen fieldworker essays are reproduced in this report, covering schools affiliated with the following groups:(1) Cambodian, (2) Islamic, (3) Portuguese,(4) Korean, (5) Turkish,(6) Polish, (7) Buddhist, (8) German-Russian, (9) Lebanese/Arabic,(10) Greek, (11) Jewish/Hebrew, (12) Hupa Indian, and (13) Czech. The community-based ethnic schools studied demonstrate each group's perception of itself and its cultural legacy, and are examples of conscious transmission of cultural knowledge. Their curricula show what each community perceives as important components of their ethnic identity; language, religion and history are the focus of classes, with the most value normally placed upon language. As forums for learning and presenting songs, dances, crafts and other tra_ftions, schools play an important role in formulating and defining what constitutes ethnic cultural expressions for the children. This investigation recognizes the importance of community-based rithn_': schools in helping the United States retain its rulticultural profi.Le and notes f,..rtner study is warranted. (AS) * w * * * * * ** * * * * 3,7 ******************************************** t * Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** s.f _..,-.11- A Irk A A R ta SCOPE OF INTEREST NOTICE The ERIC Facility has assigned A A this document for processing i a to In our judgment this document is also of interest to the Clear inghouses noted to the right Indexing should reflect their special points of view U 8 DEPARTMENT OF EDUCATION Orrice of Educai.onal Peyearth and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER !ERIC, 41,1.11.$ ClOcumer Ihas been rpprOdured as reCe.ved 1,011, MP De,90r, 0, fgpanifafiOn originating 0 r Minot crianves have been male h., ,m1:00,41 reproduction Quality Points of uney, Cr ,,pol.onS staled ,r q'iSdOiCu ment drir necessa,, ,e1.,,eSe,t Ottq 'al OE RI postoh ,,, (x,I,y "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTEDBY 1.6 J TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) c) \ - 2 i;. ETHNIC HERITAGE AND LANGUAGE SCHOOLS IN AMERICA 111111#5*-":-. Devekim4PY ,.. ." ompiledanciPdtted bj Beett..Topping T f r The American FolklifeCenter AS, V V. it it ; . ; 411tt, ...4 ,. ., 1:141.s LIBRARY OF CONGRESS Washington 1988 4 Studies in American Fo &life, No. 4 Library of Congress Cataloging-in-Publication Data Ethnic heritage and language schools in America. (Studies in American Fo 'kith': no. 4) Bibliography: p 1. Ethnic schoolsUnited StatesCross cultural studies.1. Bradunas, Elena.IL Topping, Brett, 1947- . Ili. Series. LC3802.E741987:371.97'0097;3 86- 28679 For sale by the Superintendent of Documents, U.S. Governtnent Printing Office, Washington, D.C. 20402 Contents 5....Preface 157.... no Senehln Oakuin and the Mama School of the whin Buddhist Church of 10.... Tab's, 1: Los Angeles Ethnic Schools Studied Los Angeles. California Amy E Skillman 11...Table 2: Ethnic Schools Affiliations 177.... OennanRussian Ethnic Shafts at Emmons Central IGO School 13....Inboduction Strasburg, North Dakota Elena Bradlinas Timothy J. Kloberdanz 29 . The Cambodian School 195....Lebanese Arabic School at Houston, Texas St. Elias ktamnite Catholic Frank Prosrhan Church and Greek School at Holy Trinity-Holy Cross Cheek Orthodox Cathedral Birmingham, Alabama 49.... The Islamic School of Ssattl Seattle. Washington Brenda McCallum and Nancy Faires Conklin Susan Dwyer-Shirk 249.. The Greek School at the 69.... Escola Oficialixada Portuguese do Taunton Hellenic Orthodox Church of Sports Club the Annunciation The Official Portuguese Buffalo, New York School of the Taunton Lydia 1,1,11 Sports Club Taunton, Massachusetts rqui &nit 26i .. West End Synagogue Schools Nashville, Tennessee 1r 95. The First Korean School Silver Spring, Maryland Lacy M. Latta 285.... Hupe Indian Language Schools Hoopa Valley, California 1,/w bar is 121.. Atatiirk School New York, New York .11/111t-le SarkA :3 1 7 Czech School Cedar Rat ids, Iowa rra Paq 139 . Polish Saturday Schools Chicago, Illinois Margy McClain 3 .Nra."234 #1. A- - a., out .14 dik 41 1"c OW It. orP Hoi -;" a Preface The reports in this volume developed out of the Ethnic Heritage and Lan- guage Schools Project undertaken by the American Folklife Center in the summer of 1982. That project in turn was inspired by the experience of the Center's 1977 Chicago Ethnic Arts Project. During the Chicago project we were struck by the number of activities organized for the youth of some of the cit.y's ethnic communities. Community members expended much time and energy to involve young people in the cultural and social affairs of the group. Among the numerous youth programs and activities, we often heard references to schoolsthe Greek Sunday school, Hebrew school, Ukrainian Saturday and Polish classes. They are special ed- ucational programs which, as their names imply, take place outside of reg- ular school hours. Because our fieldwork took place during the summer months, we were able to observe only one school event, a convocation ceremony of a Polish Saturday school. It suggested, and the interviews corroborated, that the schools represent a vehicle for the conscious trans- missin of culture from one generation t.o the next. The concept. of cultural transmission is a foundation of the folklorist's dis- cipline yet few studies document or analyze the actual processes by which traditions pass from one generation to the next. One reason is INA a great deal of transmission occurs almost ilitoinatically, ill subtle (...,x changes rarely isolated front the continuous flow f,',f everyday life. Unless folklorists are constant participant-observers, they inust depend on rend Students in Taunton, Massachusetts, giving re- niscences to learn how a skill, craft, or tradilim was passed (kiwi' from an ports at the Portuguese earlier generation. School, which is !Ton- sored by the Taunton Sports Club. The ethnic school, however, organizes cultural transmission around spe (ES82-197202- -1 ) Photo citic, regular, and formal activities. Although itis but one of many possible by Marsha Penti means by which young people learn about their parents' and c.laninunities' 5 6 culture, it is probably the easiest. to observe and document.. One can ob- serve the interaction and note the dynamics that govern it.It. is a sepa- rate and distinct forum in which culture is transmitted in a conscious manner and where the teacher anJ student roles are clearly defined. As a conscious effort reviling coordination among a number of individuals, it is institutionalized within the community. But. even as an institution, it is outside the formal, governmentally regulated educational system of our society as a whole. Usually it is a private, community-based venture, re- quiring a voluntary organizational effort and grassroots sustenance to keep it alive. Thus, from the standpoint of its community base and the cultural content. of its curriculum, the ethnic school can be considered a "folk school." Library research following the Chicago project led us to sociolinguist Joshua Fishman, who has written several articles about community-based ethnic heritage and language schools. Through years of research he has amassed an impressive listing of various ethnic education programs, which he estimated in the early 1980s to number about six thousand serv..ng some six hundred thousand pupils. Fislunan classifies the educational en- deavors into three types: (1) all-day schools, (2) weekday after -hours schools, and (3) weekend schools. The all-day schools are generally pri- vat? schools affiliated with religious institutions. They incorporate ethnic language and cultural instruction into the regular school day. Weekday after-hours schools are in session during (Ale or more weekday afternoons or evenings, and weekend schools are held on Saturdays or Sundays. At- tendance at either is in addition to attendance at regular public or private schools. (So() Joshua A. Fishman, Imiqpiage Loyalty in tit(' !',riled ,Yalos, London, The Hague, Paris: Mouton & Co., 1966) Realiziog t hat I he phenomenon of ethnic schools 114(1 11iiii scope, and that. it lent itself to field study, the American Folklire Center launched the Ethnic Heritage and Language Schools Project in the spring of 1982 to sample the nature and text tire of these "f lk schools" on a nati(mal scale. Out of seventy respondents to our call for proposals. we selected twenty-(me researchers to study an ethnic school located in their area. Soule considerations in the selection process, in addition to the tieldwork- ers' ethical lima! kground and fieldwork experience, were a desire to include 11w schools of a variety of ethnic groups, in all part s of t he coun- try, that met at different times (all-day schools, weekday after-hours classes, and weekend schools).
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