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Studies in English to Speakers of Other Languages and Standard English to Speakers of Non-Standard Dialect

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Studies in English to Speakers of Other Languages and Standard English to Speakers of Non-Standard Dialect DOCUMENT RESUME ED 068 984 CS 200 234 AUTHOR Jacobson, Rodolf o, Ed. TITLE Studies in English to Speakers of Other Languages and Standard English to Speakers of Non-Standard Dialect. Monograph No. 14. INSTITUTION New York State English Council. PUB DATE Apr 71 NOTE 194p. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Road, Urbana, Ill. 61801 (Stock No. 12765, $4.25 non-member, $4.00 member) JOURNAL CIT The English Record; v21 n4 Apr71 EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS Applied Linguistics; Attitudes; Bilingualism; *Cultural Awareness; *Cultural Pluralism; Curriculum Development; Dialects; *English (Second Language); Social Dialects; *Tenl ABSTRACT Suggesting that America should strive for linguistic and cultural pluralism, this special issue gathers in one place the latest thoughts of scholars on topics related to the concept of cultural pluralism, i.e., English to speakers of other languages (ESOL) and standard English to speakers of a nonstandard dialect CSEMNI. Kenneth Croft, James Ney, John Fisher, Mary Finocchiaro, among others, contributed articles to the ESOL section, which groups materials into three categories--Cultural Differences, Bilingualism, and Curricular Innovations. The SESOD section, however, groups materials under Attitudes, The Historical Perspective, and Contrastive Dialectology. Contributors to the SESOD section included Robert Cromack, Ralph Fasold, Kenneth Goodman, J. L. Dillard, and William Stewart. Both sections urge the teacher to explore the cultural background of students, to accept their language or dialect as a valid linguistic system, and to see in their diversity the strength of American society. Ralph Fasold's review of "Language and Poverty" by Frederick Williams concludes the anthology and stresses once more the adequacy of the difference model, a position held by the authors whose articles appear in this issue. (HS) NEW YORK STATE ENGLISH COUNCIL theellalSh RECORo Special Anthology Issue aml Monograph 14 U S DEPARTMENT OF HEALTH EDUCATIONS WELFARE OFFICE OF EDUCATION DOCUMt NI HAS t8E15 10 P110 UCED XACIL AS RfCIIVID IROM 11 PLRSON OR 086451/A10N OW(1 4A liN(i ti POINTS OT VII \S OR OPIN INS ST ATILT DO NOT NI CI SSARIL f PRE SI NT 01 ICIA) 0111a 01 IDU .I I I A I ION POSI110% OR P0110 Np :,Dn Qq Rr SsM119 ".) fa $5.; 1/4' D -- Iwo D i v... ..,- ow _ ilStudi\ ENGLISH TO SPEAKERS OF OTHER LANGUAGES STANDARD ENGLISH TO SPEAKERS OF A NON-STANDARD DIALECT RODOLFO JACOBSON 1 the enqlish pecopO Official Publication of the New York State English Council Monograph Number Fourteen New York State English Council Studies in ENGLISH TO SPEAKERS OF OTHER LANGUAGES and STANDARD ENGLISH TO SPEAKERS OF A NON-STANDARD DIALECT Edited by Rodolfo Jacobson Orders should be sent to: Daniel J. Casey, Editor The English Record State University College Oneonta, N. Y. 13820 "PERMISSION TO REPRODUCE THIS COPYR IGHTED MATERIAL 11Y MICROFICHE ONLY HAS BE1N GRANTED By stateEngi. council TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." the enqtish 12ECOR6 Off qui Publication of the New York State English Council Cr% do Copyright New York State English Council 1971 Second Class Postage Paid at Binghamton, N. Y. Editor: Daniel J. Casey, State University College. Oneonta CO Associate Editor: Elizabeth J. Drake, Binghamton Guest Editor: Rodolfo Jacobson Readers: Edward H. Kelly, Merton Harris, Richard Knudson W State University College, Oneonta Vol. XXI APRIL, 1971 No. 4 TABLE OF CONTENTS Page EDITORIAL: "Linguistic and Cultural Pluralism" iii An Introduction to Papers on Bilingualism and Bidialectalismby Rodolfo Jacobson, State University of New York Collegeat Cortland A. ENGLISH TO SPEAKERS OF OTHER LANGUAGES Section 1: Cultural Interference Kenneth Croft, San Francisco StateCollege, "Language and Categories: Some Notes for Foreign Language Teachers" 1 James \V. Ney, Arizona State University at Tempe, "Predator or Pedagogue?: The Teacher of the Bilingual Child" 12 Section 2: Bilingualism John C. Fisher, Inter-American University of Puerto Rico and State University College Oswego, New York, "Bilingual:tun in Puerto Rico: A History of Frustration" 19 Thomas R. Hopkins, Bureau of Indian Affairs, United States De- partment of the Interior, "Teaching English to American Indians" 24 Jeris E. Strain, University of Pennsylvania and INTS Training Center, Tehran, Iran, "English Language Instsuction in Iran" 31 Section 3: Curricular Innovations Mary Finocchiaro, Hunter College of the City University of New York, "Teaching English to Speakers of Other Languages: Problems and Priorities" 39 R. H. Hendrickson, Sonoma State College (California), "ESL: Who Needs It?" 47 Member of the NCTE Information Agreement TILE ENGLISH RECORD is published quarterly (October, December. Febranry. and April) by the New York State English Council. F,ditorinl Office: Dnniel J. Cnsey. State University college. Oneontn, New York 13820: Assucinte Editor: Mrs. Elizabeth J. Doke. 499 Vestal Parkway E.. Binghamton. New York 13903. General nrticles of interest to English teachers on all levels of instruction ns well as poetry and fiction are invited. Mnnuscripta should be sent with return poatnge; whenever possible. documentation should be included in the text. Letters to the editor as well as book reviews nre welcome. Membership (including $3.00 for a year's subreription to The English Record) :$6.00 annually. Out-of-sante subscription: $3.00. individual issues: $1.00 ench. Correspondence concerning subscriptions and advertising should be nddressed to Patrick FKilburn. Executive Secretary: Union College Humanities Center, Schenectady. New York 12303. Robert II, Kaplan, University of Southern California, Los Ange- les, "A Teacher's Guide to Connected Paragraph Construction for Advanced-Level Foreign Students" 63 Norman C. Stageberg, University of Northern Iowa, "Structural Ambiguity and the Suprnsegmentals" 64 Jay Hackensack Public Schools (New Jersey), "MESL and HEST,: The Teaching of Math and History as Components of an English as a Second English Program" 68 B. STANDARD ENGLISH TO SPEAKERS OF A NON-STANDARD DIALECT Section 4: Attitudes Robert E. Cromack, State University College Cortland, New York, "The Functional Nature of Social Dialects: Social Change and the Teaching of Black English" 74 Ralph W. Faso ld, Georgetown University, Washington, D.C., "What Can an English Teacher Do about Non-Standard Dia- lect?" 82 Kenneth Goodman, Wayne State University (Michigan), "Who Gave Us the Right?" 91 Melvin .1. Hoffman, State University College Buffalo, New York, "Bi-Dialectnlism Is Not the Linguistics of White Supremacy: Sense Versus Sensibilities" 95 Jean Mahnstrom, Western Michigan University, "Love Me or Leave Me but Don't Waste the Time: Dialects in Today's Schools" 102 Frederick Williams and Jack L. Whitehead, University of Texas atAustin, "Langusgo in the Classroom:Studies of the Pygmalion Effect" 108 Section 5: The Historical Perspective J. L. Dillard, Yeshiva University, New York, N. Y., "Black Eng- lish in New York" 114 William A. Stewart, Education Study Center, Washington, D.C., "Facts and issues Concerning Black Dialect" 121 Section 6: Contrastive Dialectology R. M. It. Hail and Beatrice Hall, Queens College of the City Uni- versity of New York and State University of New York at Stony Brook. "A Contrastive Haitian Creole-English Checklist" 136 Kenneth R. Johnson, University of California at Berkeley, "The Influence of Non-Standard Negro Dialect on Reading Achieve- ment" 148 Richard L. Light, State University of New York at Albany, "Some Observations Concerning Black Children's Conversations" 155 Davenport Plainer, TD11 Associates, Inc. Wellesley Hills, Mass. "Verbal Interaction and Verbal Ability: Research and Prac- tice" 168 Robert I, Politver, Stanford University, "Auditory Discrimination Tests and the Disadvantaged" 174 Roger W. Shuy, Centerfor AppliedLinguistics, Washing- ton, D. C., "Some Problems in Studying Negro/White Speech Differences" 179 4 THE ENGLISH RECORD 4 RECORD cortopial NEW TOM( STATE OUNCIL LINGUISTIC AND CULTURAL PLURALISM An Introduction to Papers on Bilingualism and Bidialectalism An unusual problem seems to confront the English teacher in America: her students are the product of different cultures and speak different lan- guages or dialects and yet all are usually treated alike and taught English as if these children were all culturally and linguistically homogeneous. Her teaching is geared to a majority, the middle-class child whose native dia- lect is Standard English, and she expects the children of our minority groups, the Puerto Rican. the Mexican-American, the American Indian, the Chinese, the Negro (belonging to i.he low socio-economic class), to perform as efficiently as the child for whotfi the school program is actually intended. The result has therefore been dir:mraging. Whereas the middle-class child usually ranges in his performance from average to good or excellent, the other children perform, as a general rule, very poorly and often become dropouts. Their pocr performance in school tasks correlates closely with our policy of underdilferentiated teaching. To mold a uniform type of American, we have ignored the individual differences of our students and have educated merely a part of our entire school population, permitting the rest to drop out or to drift off. It has become necessary, therefore, to modify our earlier objective of seeking uniformity and focus
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