I

Marginality and : another look at bilingual/bicultural education

By With such statements and ques- John Lam The Institute Re- tions, one would be wise to set up Learning port, until September, 1976, known Bilingual-bicultural education- some parameters, definitions, and as the Culture and whether native language oriented, framework. In public relations, the Language Newsletter, is published second language oriented, culture word "cosmopolitan" is bandied Learning by the East-West Culture oriented, or any combination of about quite imprecisely. San Fran- Learning Institute, East-West Center. Hono- them-is often touted as a means of cisco is a cosmopolitan city; Hono- lulu, Hawaii, USA. making our truly pluralistic. If lulu is a cosmopolitan city. The cos- so, we must carefully examine what mopolitan nature of these two cities, S goes on in our bilingual programs. however, is quite different. While it is Multicultural and culturally Will they really lead to pluralism, or true that both of these cities have a pluralistic will they lead to further separatism? variety of ethnic and cultural groups Multicultural and culturally Will they produce students who live residing within their boundaries, the pluralistic societies are often used in, between, and beyond the races? relationship of these groups to each interchangeably to indicate geog- That is, will they produce people other is different. San Francisco's raphical areas that contain citizens who will make our pluralistic society ethnic and cultural groups live, in from a number of cultural and ethnic survive? What will these pupils look many cases, in relatively clearcut backgrounds. When applied to per- like? How will we know we have areas. There is a Chinatown (in fact, sons, multicultural persons and cul- produced children with non- two of them); there is a Japan town; turally pluralistic persons are con- separatist outlooks? there is a heavily Latino area; and, sidered to be people whose actions atone time, there were Russian, Ita- and thoughts reflect more than one I. lian, and Irish areas. These areas culture. As with the word "cos- are more than geographical; they mopolitan:' it might be helpful to dictate, to varying degrees, forms of note that the terms "multicultural 1 segregation with all of its leisure, and culturally pluralistic persons" work, and marriage rules of "know- can stand for at least two major ing your place?' Honolulu's cos- things. In one instance, a person mopolitan nature, on the other hand, may act as, say, a Chinese, and at C. is less rigid. While there are ethnic another instance, as an American. and cultural neighborhoods, they Depending on the time and cir- are of lesser size and restriction. cumstance, this person acts either There is more mixing of the ethnic as one cultural type or another, but in Honolulu in play, work, not both. His actions can generally and marriage. be pegged as typically Chinese or All this discussion is to focus in on typically American. On the other three terms use hand, there of -, that should prove of may be some kinds IXE when looking at the potential out- multicultural or culturally pluralistic in EWCLI's Do John B Lurn, a participant comes of education. These acts that not be considered 1977 Cross-Cultural Research for Social! bilingual may I terms are "multicultural society:' Chinese nor Ameri- Behavioral Scientists program, is with the wholly wholly Bilingual Education Department of the San "culturally pluralistic society:' and can, but, rather, a combination of Francisco Unified School District. 'marginality?' them. (Continued on Page 2)

Bilingual/bicultural education serves, they occupy the position tion of White women in the tabor (From Page 1) that American ethnic minorities his- force? Might it not be ethnocentric to the of think of or the Viewed in this way, difficulties torically3 have. During height the White population raised in Adler's1 otherwise fine arti- the 1960 civil rights movement, the majority ways of anything as the I cle is overcome. In Adler's descrip- U.S. Commission on Civil Rights model for minorities? tion, a multicultural person can asked James Allen, then New York Marginal people who fall may be leave one frame of reference for State Commissioner on Education, rootless or alienated; those who rise another without necessarily return- what had made the greatest con- may be synthesizers. They do not tributions to educational in have to act like members of ing to the original frame of refer- change entirely ence. To me, this is not culturally his state. Allen said that peaceful any particular group, majority or demonstrations Blacks did more Therefore, can trans- pluralistic, nor is it multicultural. If a by minority. they He did not refer cend boundaries, see new person leaves one culture and picks than anything else. patterns, New York State and to Stan- up only one more, s/he still reflects to the powerful attempt bridge gaps. to ford summed it well only one culture, and is not, accord- Board of Regents, thus indicating Lyman5 up role of mar- when he said that culturally pluralistic or mul- us something about the marginal people ingly, are broadminded and un- ticultural at any given time. Over ginal people in social change. generally chauvinistic. her/his lifespan, it might be said that A more balanced view of margi- from If can unite and this person was culturally pluralistic, nality might prevent one marginal persons but even in this context, it is mislead- suggesting that out-groups change reconcile differences, one can as- their behaviors to be more like that sert that Chinese people, for exam- ing. exist and are as a As an observation, it would ap- of in-groups. Daniel Patrick Moyni- ple, significant han, in his 1965 their relation- pear that most actions that are not government plan- people partly through The im- with Blacks, Whites, and purely ethnic are probably of the first ning paper, Negro Family;' ships rather than of the sec- plied that if Blacks emulate White others. Conversely, Blacks, Whites, description and ond one. A person, for example, family life, they might witness more others are significant as people, acts at one time like a Chinese and progress. too, partly through their relation- at another time like an American. Arthur Jensen implies the same ships with Chinese. When Chinese to If to find Infrequently are her/his actions a when referring intelligence. people try meaning, security, mixture of both Chinese and Ameri- Black children who perform poorly in and significance-all elements of can. school were to boost their 10's to identity-within themselves, they those of the Whites, they might be often do so because the total society . The marginal person treated like them. This is similar to is not confirming them in these feel- A phrase that seems appropriate saying that one must think like ings. Self-confirmation, however, to this discussion is the marginal Whites. can be like self-love, of doubtful person:' A marginal person is Even Michael Novak4, perhaps . A group can never be certain thought of as one whose actions do the United States' foremost of its social significance if only its not reflect well any one culture. One spokesman on white ethnic affairs, own members believe it to be valu- example of such a person is a misses this point when he attacks able. While racial, ethnic, or national Chinese public school educator col- those who attack Moynihan's report. groups can be a source of identity league of mine. When he is in Novak cites that Moynihan's facts and pride, it is the outsider who ex- academia, his academia friends and figures were generally accu- pands their range of identity. And view him as a practitioner; when he rate. True enough. Novak, however, while racial, ethnic, or national unity is working in the school district of- fails to see that Moynihan's detrac- (if even that can be attained) may be fice, his co-workers think that he is a tors bemoan Moynihan's 'White is a source of power for social change, theorist. When elderly Chinese right" attitude. it is not enough. Marginality is an socialize with him, they think that he Willie also notes that the essential component in a healthy is too Americanized; when others employment of Black women out- social system. Effective social socialize with him, they think he is side the home was a pioneering systems endure the tensions very Chinese. When he works at the marginal activity that eventually re- brought about by the need for unity school district office, he colleagues sulted in the increase of White and stability on the one hand, and by think that he is too community women employed outside the home. the need for marginality and social oriented; when he delves in com- Had these Black women been made change, on the other. munity activities, community per- over into the image of White women, sons think that his heart is more with White women may not have been the employer than with the commu- able to observe the good effects of All this is to say that identity can- nity. work for pay. Has it dawned on any not be found by drawing apart from Marginal persons can be tragic or of us that White working women society. Identity is a social process they can be advantaged. They may may be modeling their behavior in which one balances what s/he fall as well as they may rise. They after Black working women? Has it thinks of oneself to be and what may be uncertain persons or they dawned on any of us that the so- others believe that one to be. Why, may possess wide horizons, keen called 'overrepresentation" of then, are race and ethnic relation- minds, and detached and rational Black women in the labor force may ships so powerful still? Because 2 on viewpoints. As Charles Willie ob- actually be the 'underrepresenta- (Continued Page 3)

2 culture Learning Institute Report

EAST-WEST Select Bibliography culture Compiled by INSTITUTE learning William Fettz EAST-WEST CENTER, HONOLULU, HAWAII [ Alan Kobeashi

This bibliography listspublishedbooks, articles, and monographs Berry, John W. which have been researched or written under the auspices, in " 1974 Psychological aspects of : unity whole or in of the East-West Culture Institute. part, Learning and identity reconsidered. TICL 2:17-22. Manuscripts currently in press are not included, nor are book reviews. Single copies of items marked (.) may be requested Bickley, Verner free of interested individuals, libraries, and charge by agen- 1971 CLI attempts analysis of ways to learn culture. cies the Director, East-West Culture by writing Learning Insti- CLLN 1(1):1. tute. Most other entries are available for examination in the 1973 Cultural of in Institute's Resource Materials . aspects language imposition Malaya, Singapore and Indonesia. TICL 1:86-98. .1974 The Pacificcultural centers program. TICL 2:7-16. Abbreviations 1975 Culture, cognition and the curriculum. CLLN 4(1):1, 2, 7-12. CUR Culture Learning Institute Report 1977 Summary: the teaching and learning of English as a language of mediation. Bulletin of the CLLN Culture and Language International Association of Teachers of English Learning Newsletter as a Foreign Language. pp. 14-16. LPN Language Planning Newsletter Bickley, Verner; Betty M. Bullard; and Robert Leestma TICL in Culture Topics Learning 1977 Education for international understanding. International Cultural WP/EWCLI Working papers of The Exchange. Spring. East-West Culture Institute Learning Bishop, Brian 1976 Learning prejudices in school. TICL 4:6-8. Blatchford, Charles H. Adler, Peter S. " 1972 ESOL and literature: a negative view. CLLN 41 " 1974 cultural reflections upon cultural Beyond identity: 1(4):1, 6-7. and multicultural man. TICL 2:23-40. Bochner, Stephen Albert, Rosita and John Adamopoulos 1971 Former grantee conducts EWC evaluation. CLLN " 1976 An attributional approach to culture the learning: 1(1): 10-11. cultural assimilator. TICL 4:53-60. 1972 Overseas students in Australia: problems in Albores, Sonia C. culture learning. WP/EWCLI 16. 1971 The marginal man: a study in culture conflict. 1973 The mediating man and . TICL WP/CLI 4. 1:23-37. 1973 The man: cultural and Allan, Virginia French mediating interchange transnational education Hawaii: East West Culture " 1973 Trends in the teaching of reading. CLLN 2(1):7-10. Learning Institute. Amirthanayagam, Guy 1975 Cultural filters. CLLN 3(3):2-5, 10. " 1975 Consultants' conference on questions of culture e1975 The houseform as a cornerstone of culture. TICL learning through literature. CLLN 3(4): 1, 12. 3:9-20. 1976 Culture learning through literature. Exchange. Bochner, S.; Eloise Buker; and Beverly McLeod Washington D.C. October. 1976 Communication patterns in an international Amirthanayagam, Guy; Margaret King; and Amarjit Singh student dormitory: modification of the 'small " 1976 International convergenceof literature and culture world" method. Journal of Applied Social CUR 4(4):1-4, 8-10. Psychology 6(3):275-290. Anderson, Martin; Robert Lord; and Alana Sherman Bochner, S.; R. Brislin, and W. Lonner. 1976 Creative writing across two cultures. TICL 1975 Introduction to cross-cultural perspectives on 4:66-67. learning. In Cross-cultural perspectives on learning, R. Brislin, S. Bochner, and W. Lonner, Angeles, Liwayway eds., BeverlyHills, Calif. and New York: Sage and . 1976 Morong: a study of education and culture in the Wiley/Halsted. 3-36. Philippines. TICL 4:19-21. Boucher, Jerry D. S Askman, Victor 1974 Display rules and facial affective behavior: a " 1976CLI conducts localbilingual/bicultural study. CLLN theoretical discussion and suggestions for 4(2):1, 2, 6. research. TICL 2:87-102.

Culture Learning Institute Report B!

1974 Culture and the expression of emotion. Brislin, Richard; W. Lonner; and R. Thomdike International and Intercultural Communication 1973 Cross-cultural research methods. NewYork:John in Annual. 1:82-86. This paper appeared popular Wiley. versions in CLLN 2(4) and in the East-West Brislin, Richard and P. Center Magazine, Spring 1974. Pedersen 1976 Cross-cultural orientation programs. New York: Boucher, Jerry and P Ekman Gardner Press and Wiley/Halsted. 1975 Facial areas and emotional information. Journalof Communication 2521-29. Brislin, Richard and K. Olmstead 1973 An examinationof two models to Brandl, Maria designed predict behavior from attitude andother verbal measures. of to come: recent " 1976 The shaping things Proceedings of the 81st Annual Convention of the in education in the developments aboriginal American Psychological Association. 259-260. Northern Territory of Australia. TICL 4:17-18. Brislin, Richard and M. Segall Brislin, Richard 1976 Cross-cultural research: the role of culture in An to cross-cultural CLLN " 1972 approach training. 1(5): understanding human behavior. New York: 1,8-9. Learning Resources in International Studies. Also 1972 Translation issues: mufti-language versions and published in East-West Center Magazine, writing translatable English. Proceedings of the Spring-Summer, 1976. 80th Annual Convention of the American Brislin, Richard and H. Van Buren Psychological Association. 299-300. 1974 Overseas students and reorientation seminars: 1973 Discussion on major issues, measurement can they go home again? International methods, and research strategies for Educational and Cultural Exchange. 9(2):19-24. investigating the effects of children on parents. In The satisfaction and costs of children: theories, Cesar, Marina D. concepts, methods, J. Fawcett, ed. Honolulu: 1973 English is not a foreign language in Philippines. East-West Center. 288-290. CLLN 2(3):5, 8. 1973 Issues central to the study of the individual, Chai, Alice learning, and culture. TICL 1:12-22. 1972 Scholar in situational context. CLLN 1974 Seating as a measure of behavior: u are where adjustment u sit. TICL 2:103-118. 1(2):10-11. 1974 The Ponzo illusion: additional cues, age, Chatterjee, Bishwa . orientation, and culture. Journal of Cross-Cultural 1971 Some learning theory implications for culture 5:139-161. Psychology foaming. WP/EWCLI 2. 1974 Teaching cross-, with special Chobot, Neal reference to seminars involving participants from Asia and the Pacific. In Applied cross-cultural 1971 Phenomenology and intercultural understanding. psychology, John Berry and Walter Lonner, eds. WPIEWCLI 6. Netherlands: Swets and Zeitlinger. 277-282. Collins, Anthony 1975 Social psychology in cross-cultural perspective: some trends. CLLN 3(4):2-3, 9. 1973 Second language instruction starts early in Samoa. CLLN 2(3):2-3. 1976 Comparative research methodology: cross-. International Journal of Daws, Gavan Psychology. 11:215-229. " 1973 The writing of biography by Pacific historians. Brislin, Richard, ed. CLLN 2(5):10-11. 1976 Translation: applications and research. New York: " 1974 Looking at islanders: European ways of thinking Gardner Press and Wiley/Halsted. about Polynesians in the eighteenth and nineteenth centuries. TICL 2:51-56. Brislin, Richard; S. Bochner; and W. Lonner, eds. deFrancis, John 1975 Cross-cultural perspectives on learning. Beverly Hills, Calif. and New York: Sage and " 1975 Language planning in China. LPN 1(2):1. Wiley/Halsted. Drinkwater, Betty Brislin, Richard and C. Keating " 1975 Verbal leaming and thinking skills of Australian 1976 Cultural differences in the perception of a three Aboriginal children. TICL 4:10-12. dimensional Ponzo illusion. Journal of De Rice, Marlene Dobkin Cross-Cultural Psychology. 7:397-412. 1976 The wilderness of mind: sacred plants in W. Lonner Brislin, Richard and cross-cultural perspective. Beverly Hills: Sage 1974 Methodological approaches to cross-cultural Publications. research in Readings in cross-cultural research: East-West Culture Leaming Institute proceedings, International Association for Cross-Cultural Psychology, J. Dawson, ed. Hong 1972 Language acquisition papers by participants from S ESOL Administrators Honolulu: Kong: University of Hong Kong Press. pp. Project. 381-390. East-West Culture Learning Institute.

82 Culture Learning Institute Report

1976 Report of the Ilokano planning Hautaluoma, Jacob E. and Vicki Kaman Honolulu:bilingual/biculturalEast-West Culture conference. *1975 Description of Peace Corps volunteers' Institute. Learning experience in Afghanistan. TICL 3:79-96. East-West Culture Institute and Learning Regional English Heisey, D. Ray Language Centre *1974 A Swedish approach to international 1972 Southeast Asian English language research communication. TICL 2:41-49. seminar. Honolulu: East-West Culture Learning Institute. Hezel, Francis J. 1974 Report on the sociolinguistic survey of SE Asia " 1975 In search of a home: colonial education in summer seminar. Honolulu: East-West Culture Micronesia. TICL 3:125-132. Learning Institute. Higginbotham, Howard N. East-West Culture Institute and South Pacific Learning " 1976 A conceptual model for the delivery of Commission psychological services in non-western settings. 1972 Pacific Islands directors of education workshop TICL 4:44-52. and seminar. Honolulu: East-West Culture Higa, Masanori Learning Institute. 1973 Sociolinguistic aspects of word borrowing. TICL East-West Technology and Development Institute and 1:75-85. East-West Culture Learning Institute Hurd, Jane N. 1974 Report on the research workshop on the impact of tourism on Pacific Island countries. Honolulu: " 1974 Third summer program focuses on non-verbal East-WestTechnology and Development Institute behavior. CLLN 3(1):2-3. and East-West Culture Learning Institute. Hurriez, Sayyid Hamid Feliman, Jack 1975 Arabic in the Sudan. LPN 1(4):1, 3-4. " 1976 in Israel. LPN Language planning 2(2):1. Jackson, Kenneth Feltz, William 1972 Drama, culture and language learning. CLLN " 1975 Music for multicultural students. TICL 3:21-26. 1(2):6-7.

Finney, Ruth S. Kaurasi, Lavenia 1973 and psychic distress: a " 1976 Acculturation in the Pacific: a Rotuman case re-examination. WP/EWCLI 18. study. TICL 4:21-23.

Ginorio, Angela Keating, Caroline " 1976 The social significance of race and sex in " 1976 Nonverbal aspects of communication. TICL acculturation. TICL 4:24-28. 4:12-13. 1977 Book review. Journal of Cross-Cultural Khubchandani, Lachman M. Psychology. 1975 Dilemmas of language transition: challenges to Goethals, Peter R. language planning in India. TICL 3:151-164. *1973 Socioliterature in Indonesia: some reflections and 1975 Language planning in developing nations. CLLN CLLN prospects. 2(1):2-3. 3(2):4-5, 8. Griffin, Willis H. 1975 Language planning in modem India. LPN 1(1):1. " 1972 Models for cooperation in educational fields. Kintanar, Thelma CLLN 1(4):10-11. " 1972 The role of literature in culture learning. CLLN " 1975 International educational cooperation and the world's future. TICL 3:137-150. 1(4):1-5. 1973 Literature arid culture learning: an exploratory Guthrie, George view. WP/EWCLI 17. " 1976 Culture in the social sciences. TICL exchange Everett 4:30-34. Kleinjans, 1972 Cross-cultural linguistic communication. Hafeez, Sabeeha WP/EWCLI 12. 1976 status and stress: a Organizational inconsistency 1972 Linguistic methods and the teaching of grammar. research note on women administrators in a WP/EWCLI 15. developing society. TICL 4:16-17. 1972 On culture learning. WP/EWCLI 13. Hamnett, Michael 1972 On learning a second language. WP/EWCII 14. 1974Uses of CLLN 2(4):2. anthropology. Kwok, Helen and Mimi Chan Haque, Abdul " 1975 Creative writing in English: problems faced by . 1976 The learning of nationality stereotypes during undergraduates in the English Department, childhood. TICL 4:3-5. University of Hong Kong. TICL 3:27-38. S Harris, Jesse Kumar, Krishna 1975 Identification of cross-cultural talent:theempirical 1975 Theoretical approaches to the analysis of approach of the Peace Corps. TICL 3:66-78. intercultural transactions. CLLN 4(1):1, 3, 12-15.

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Kumar, Krishna, ed. foundations for basic and applied research. WP/EWCLI 1. 91975 Intercultural transactions for the future. Honolulu: East-West Culture Learning Institute. Nordstrom, Dave

La Forge, Paul G. 1971 The youth revolution in China and America. WP/EWCLI 7. " 1976 Cultural mechanisms in the context of community TICL 4:35-43. language learning. Nurcombe, Barry Lerner, Melvin 1976 Children of the dispossessed. Honolulu: Univer- Press of Hawaii. 1976 The justice motive in social behavior. Journal of sity Social Issues, 31(3). Orvik, James M. 1976 The world International just theory. Encyclopedia " 1975 An overview of Alaska native bilingual education. of Psychiatry, Psychoanalysis and Psychology. TICL 3:124. " 1976 Thelawas a social trap. CLIR 4(3):1-2,6-8, 10-11. 1976 Bilinguilism and cognition. TICL 4:13-15. Lester, Mark O'Driscoll, Michael 1971 Transformational grammar has message for " language teacher. CLLN 1(1):4, 9. 1976 Values and culture contact: some perspectives and problems. TICL 4:8-9. 1973 Transformational grammar and cognitive psycholinguistics. TICL 1:61-74. 1976 Review of R. Serpell's "Culture's influence on behavior:' Journal of Cross-Cultural " 1974 education in the United States, the Psychology. Bilingual 7:500-503. Pacific, and Southeast Asia. TICL 2:137-146. 1976 Introductory transformational grammar of English. Ohsako, Toshio Rinehart Winston, Second edition. Holt, and " 1976 Japanese perceptions of foreigners. TICL 4:2-3. Lewis, David Oliver, Marion and Joan Rubin 1976 Route finding by desert Aborigines. Australia 1975 The use of expletives by some American women. Navigation, 29(1). Anthropological Linguistics. May. Lo, Bo Na Mona Oshima, Vuriko 1973 Identity and family structure in Hong Kong. CLLN " 1976 Development of referential communication skills 2(2):1, 5-8. in Japanese children. TICL 4:9-10. Maim, William R Oshiro, Edward . 1973 Music as an aspect of cultural identity. CLLN 1971 Theforgotten majority on the University of Hawaii 2(2):1-4. campus: the Japanese-American students. WP/EWCLI 8. Marckwardt, Albert H. 1975 Literature: a problem of recognition. CLLN 3(2): Pedersen, Paul 1,3. 1975 A bilingual alternative for higher education. CLLN 3(3):1, 8-10. Marsh, Harriet L. " 1975 Personal problems resources used " 1975 seminars for overseas solving by Re-entry/transition of Minnesota on the University foreign students. TICL sojourners: report Wingspread Colloquium. 3:55-65. TICL 3:39-54. Pedersen, P.; W. Lonner; and J. Meade, A. and A. Brislin. Draguns 1976 across cultures. Honolulu: 1973 Controls in cross-cultural Counseling University experimentation. Press of Hawaii. International Journal of Psychology. 8:231-238. Philip, P. J. Miyoshi, ikuo " 1976 Emerging issues in cultural relations in an 1973 Sociocultural aspects of language and literature interdependent world. TICL 4:68-78. as applied to the foreign language classroom; an " annotated bibliography, 1970-1972. Honolulu: 1976 Ethics as a mode of culture learning. CLIR 4(3):1, East-West Culture Learning Institute. 3, 13-14. 1976 Preface, A new religious consciousness in Molde, Bertil America. Berkeley: University of California Press, " 1975 Language planning in Sweden. LPN 1(3): 1. Morito, Yoshihisa Precourt, Walter E. 1977 An introduction to international English. Japan: " 1974 Hologeistic studies of education: a review. TICL The Hokuseido Press. 2:119-128.

Neustupny, J.V. Quijano, Waiter V. 1976 Language correction in contemporary Japan. LPN 1971 The peculiarity otFilipino acculturation. 2(3):1. WP/EWCLI 5. Nit,ekawa-Howard, Agnes M. Rabin, Chaim 1970 Biculturality and cognitive growth: theoretical " 1976Language treatment in Israel. LPN 2(4):1.

84 Culture Learning institute Report

Ramos, Tersita V., Esperanza A. Gonzalez, and Mark Lester 1976 ESOL to EIAL: a position paper on English as an international auxiliary language. TESL Reporter. 1975 Bilingualism and bilingual education. Quezon 10(1):1. City, Philippines: Souvenir Publications. 1976 In-country associations for ESOL alumni. CLLN Reddin, Mary 4(2)4-6. " 1972 Teachers of teachers: an educational project. 1976 Individualization in language learning. CLLN 1(3):8-9. Educational Journal. Laoag City, Philippines: Ritchie, James Northern Luzon Teachers College. 1976 Forum 1973 Teaching the social sciences: innovation in small Using popular songs. English Teaching systems. TICL 1: 48-60. 14(1):43-44. Robarobalevu, Jemesa Smith, Roy 1972 A contest in conversation? CLLN 1973 Fijian dictionary gains support from Raymond 1(2):3. Burr. CLLN 2(3):4-5. Strevens, Peter Rubin, Joan " 1974 The training of language teachers: a look at the future. TICL 2:129-136. 1975 What the "Good Language Learner" can teach us. TESOL Quarterly. March. Suh, Cho-soon 9 1976 How to tell when someone is "no:' TICL saying 1971 A study of speech levels in Korean. WP/EWCLI 9. 4:61-65. Sparks, Ronald 1976 Introduction language planning in the United States, International Journal of the Sociology of " 1972 Educational media project. CLLN 1(3):3. v. It. Language. Tanaka, Harumi .1976 Language planning at the Culture Learning " 1976 Aspects of language materials development. Institute. LPN 2(1):1, 4. CLLN 4(2):3, 11. 1977 Bilingual education and language planning Frontiers of Bilingual Education. Rowley, Mass.: Tanaka-Matsumi, Junko House. Newbury 1976 Active ingredients in modeling procedure. Journal of Behavior Rubin, Joan and Bjorn Jernudd Japanese Therapy 1(2):32-44. March. 1977 References for students of language planning. 1976 KEEP consultation research Honolulu: East-West Culture Learning Institute. strategies; 1971-1975. Kamehameha Early Education Sarwar, Ghulam Program Technical Report no. 58, Kamehameha Schools, Honolulu " 1976 Revival of an ancient tradition: the Mako'ig dance-theatre of Malaysia. CLIR 4(3):4-5,11-14. Tanaka-Matsumi, Junko and Marsella, A. Sincho, Kaoru 1976 Cross-cultural variations in the phenomenological 1976 Margaret Mead: man asks aboutman. Japan:The experience of depression. Journal of Hokuseido Press. Cross-Cultural Psychology, 7:379-396. Amarjit Singh, Trifonovitch, Gregory J. 1976 Abstracts of Master of Education Theses (August 1971 Ilaluk: a briefreport on some aspects of its culture. 1967 to March St. John's, Newfoundland, 1976). WP/EWCLI 10. Canada: Memorial University. " 1972 Cultural aspects of educational administration. Smith, Larry CLLN 1(5):2-3. 1971 Culture, language seminar assists understanding. " 1972 Institute projects carry 'future' orientation. CLLN CLLN 1(1):2, 9. 1(3):1-2. 1972 An individualized seminar in American cultureand 1973 On cross-cultural orientation techniques. TICL English as a second language at the Culture 1:38-47. Institute, East-West Center. WP/EWCLI Learning 1975 What is professional development? CLLN 11. 3(3):11-12. 1973 The place of language in EWC programs. CLLN " 1975 Roots of bilingualibicultural education in the Trust 2(3):1-2. Territory of the Pacific Islands. TICL 3:97-108. 1974 What is individualization in ESOL? TESL Reporter. 8(1) Van Buren, H. 1975 The art of change in ESOL or how to create an " 1974 The American way with names. TICL 2:67-86. elephant. TESL Reporter 9(1) Via, Richard 1975 Individualization in language learning. The Educational Journal, Laoag City, Philippines. " 1972 Creative drama-a report. CLLN 1(3): 6-7. October. 1972 TESL and creative drama. English Teaching S 1975 Teaching English in Asia-an overview. TICL Forum 15(2): 22-23. Also in TESL Reporter 5(2): 3:133-136. 1-3. 1976 English as an international auxiliary language. 1973 A lesson in creative dramatics. English Teaching RELC Journal 7(2). Forum 11(8):18-21.

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1975 Talk and listen. TESL Reporter 6(4): 6-7. Also Watson, Karen and Nababan, P.W.J., comp. revised in Forum slightly English Teaching 1973 Papers on the socioiinguistic situations in 15(2):22-23. SEAMEO countries. 1976 in three acts. Honolulu: University Press English Weeks, P. Pedersen; and A. of Hawaii. W.; Brislin. S 1977 A manual of structured experiences for 1976 Garage sale. (a play for ESL). English Teaching cross-cultural for Forum 14(1):16-19. learning. Pittsburgh: Society Intercultural Education, Training, and Research. 1976 Participatory English: drama. Language Arts Whitman, Randal Vizedom, Monika " 1972 Culture and the language teacher's self 1976 Rites and relationships. (Cross-cultural studies perception. CLLN 1(3):4. research papers, V. Bickley, J. Boucher, and W. Witterrnans, Elizabeth, Schramm, eds.) Beverly Hills, California: Sage comp. Publications. 1970 Dictionary of Indonesian abbreviations and Honolulu: East-West Culture 1976 Rites of passage and contemporary anthropology. acronyms. Learning Institute. Beverly Hills: Sage Publications. Wood, Richard E. Walsh, John " 1977 Potential issues for language planning in 1973 Socioliterature: contemporary teacher in culture Scotland. LPN 3(1):1. learning. CLLN 2(3):1O-11. Reprinted in Newsletter Economic Commission for Asia and Wongswadiwat, Jirawat the Far East. Bangkok, Thailand. X(June):21-23. 1976 Assimilation through marriage in Thailand. TICL 1973 Thought and expression in culture learning. CLLN 4:23-24. 2(1):1-3. Wu, David V. H. 1973 Thoughts about "Thought and expression in 1974 To kill three birds with one stone: the credit culture learning:' TICL 1:1-11. rotating associations of the Papua New Guinea Chinese. " 1974 A novel approach to culture learning. CLLN 2(5):1, American Ethnologist. 1(3):565-584. 4-5, 11. 1975 Overseas Chinese entrepreneurship and kinship 1974 America and cooperation. Published in global transformation: an example from Papua New Professors World Peace Academy Japanese. Guinea. Bulletin of the Institute of Ethnology, International Cultural Foundation. December, Academia Sinica. 39:85-105. p. 1-18. 1976 Noninvolvement of Chinese anthropologists in the 1974 UNU-a world university. East-West Center politics of sociocultural change. Working Paper Magazine. Spring. p. 14-15, 56, Comparative Interdisciplinary Studies " 1975 Culture learning and the spirit of the laws. CLLN Section, International Studies Association, 3(4)4-7. University of Pittsburgh. 1975 The spirit of Singapore. EARCOS Newsletter. 1977 Ethnicity and adaptation: overseas Chinese 6(2)4-5. entrepreneurship in Papua New Guinea. 1975 Views of the modern literary scene: East and Southeast Asian Journal of Social Science. 5(1). West. Solidarity. IX(5):3-8. Vu, Arthur Vuh-chao 1976 Cultural jurisprudence and the East-West Culture 1971 A study of Chinese organizations in Hawaii with Learning Institute. The American Legal Studies special reference to assimilative trends. Association Newsletter. 2:17-23. WP/EWCLI 3.

Warnaen, Suwarsih

" 1976 Ethnic stereotypes in a multiethnic nation. TICL 4:5-6. ThE EAST-WEST CENTER is a national educational institu- tion established in Hawaii by the U.S. Congress in 1960 to Watson-Gegeo, Karen Ann promote better relations and understanding between the United States and the nations of Asia and the Pacific " 1974 Tourism impact in Pacific explored at EWC through cooperative study, training, and research. Each year mere workshop. CLLN 3(1):1, 4-5. than 1,500 men and women from many nations and cultures " 1974 Understanding human interaction: the study of work together in problem-oriented institutes or on "open" every day life and ordinary talk. TICL 2:57-66. grants as they seek solutions to problems of mutual con- sequence to East and West. For each Center participant from 1975 CLI/RELC sociolinguistic survey launched. CLLN the United States, two participants are sought from the Asian 3(2):1, 9-10. and Pacific area. The U.S. Congress provides basic funding 1975 Transferable communicative routines: strategies for programs and a variety of awards, and the Center is admin- and group identity in two speech events. istered by a public, nonprofit corporation with an interna- Language in Society 4(1):53-72. tional Board of Governors. 1975 The school as a in the socializing agent: East-West Center classroom and out. CLLN 4(1):4-7. East-West Culture Learning institute 1777 East-West Road Watson-Gegeo, Karen Ann and Ben Finney, eds. Honolulu, Hawaii 96848 1975 A new kind of sugar: a report on tourism in the Pacific. Honolulu: East-West Center.

86 Culture Learning Institute Report

EAST-WEST CULTURE LEARNING INSTITUTE 1977-78 PROJECTS AND ACTIVITIES 41 CRISIS IN CULTURAL VALUES, REFORMING AND EXTENDING CMOS EDUCATIONAL PROGRAMS " Ciinserviny Cultural Values " Cross Cultural L2nnounters in Poetry " Cross Cultural Legal Case Studies " Cultural Manifestations

CULTURE AND THE INTERACTIVE PROCESS " Bibliography of Culture and the Interactive Process " Collaborative Research on Emotion and Culture " Conference on Research in Interpersonal Interaction in Pluralistic Soci " Drama in Language Teaching Workshop " English as an International Auxiliary Language Conference " English as an International Auxiliary Language Educators Program " Interaction in a Multiethnic Classroom in Hawaii

METHODS FOR ANALYZING CULTURAL MISUNDERSTANDING " Analysis of Change Due to Intercultural Experiences " Application of Knowledge Gained through Cross-Cultural Research a Cross-Cultural Research tot Behavioral and Social Scientists

THE IMPACT OF TRANSNATIONAL INTERACTIONS: THE PROBLEM C

" Transnational Social Science Network Workshop " Data Collection on the City as a Transnational " Multinational Corporation Planning Seminar " City as a Transnational Cultural Institute Planning Conference

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Participants and staff of the Cultural Aspects of Educational Administration' Project activity are pictured above. The project was held at the East-West Culture Learning Institute, February 16-May 16, 1977 Left to right: Mr. William Peril/i (U.S.A.), Mr. David Gadd (New Zealand), Mr. Wayne Edwards (New Zealand), Mrs. Brenda Foster (CU Research Intern), Dr. N.K. Ambasht (India), Dr. David Wu (CU Research Associate and coordinator ofthe project), Dr. William Walker (Australia), Dr. Lynette Char (U.S.A.), Mr. John M. Renner (Now Zealand), Mr. Ohulam N. Admadzai (Afghanistan), Dr. Song-Sak Srika/asin (Thai/and), Ms. Ceniza Valeroso (Philippines), Mr. Kenzi Mad (CU Program Officer), Mrs. Nongyao Kamchanachan (Thailand), Dr. (Jhulam AK. N/az) (Pakistan).

Culture Learning institute Report 3

APPLICATION OF KNOWLEDGE GAINED THROUGH CROSS-CULTURAL RESEARCH PROJECT February 1-March 31, 1978

This activity provides practition- majority relations within a country; for "Cross-Cultural Research for ers from the United States and bilingual education; training of Social and Behavioral Scientists" Asian and Pacific countries, whose overseas businessmen; technical and "Pacific Islands Educational jobs involve working with people programs in international develop- Leadership" programs. from different cultures, an opportun- ment; and so forth. People involved ity to extend their professional com- in these and similar jobs involving FOR MORE INFORMATION to new areas of cross- cultural contact are to petence encouraged To obtain more detailed bro- cultural studies. the em- Although apply. chures on the activities, and will be on broad of applica- phasis coverage tion blanks, write relevant issues, the will COORDINATORS OF program Director focus on the following: THE TWO ACTIVITIES East-West Culture Learning 1. Policies and Programs in Vari- Dr. Richard Brislin, Research As- Institute ous Countries: Review of at- sociate, East-West Culture Learn- 1777 East-West Road tempts to deal with problems of ing Institute, East-West Center, Honolulu, Hawaii 96848 USA cross-cultural misunderstand- Honolulu, Hawaii; co-author of the Applicants should specify the activ- ing; examination of government books, Cross-Cultural Research ity in which they are interested. Ap- policies toward various cultures Methods and Cross-Cultural Orien- plication forms must be received by within a country and toward in- tation Programs (John Wiley Pub- August 1, 1977. Awards will be an- teraction with people from other lishers, 1973 and 1976); co-editor, nounced by September 1, 1977. countries. Cross-Cultural Perspectives on 2. Case Studies from the Pub- Learning (SAGE and Wiley/Halsted lished Literature: Review of Publishers, editorial board, 1975); Deadline some large-scale attempts to Journal of Cross-Cultural Psychol- approachin" deal with prejudice and discrimi- ogy; editor, Topics in Culture Learn- for Professional nation in various countries; eval- 1 co- ing, (volumes through 5); Associate applicants uation of several social interven- editor, Handbook of Cross-Cultural tion programs (e.g. community Psychology (Allyn and Bacon Pub- The East-West Culture Learning deadline for of all action programs, education pro- lishers). Institute receipt and Professional Associate applica- grams large-scale govern- Dr. Eric S. Casino, Re- mental Visiting tions is August 1, 1977. This award programs). searcher, East-West Culture Learn- 3. Cross-Cultural Orientation Pro- is for established professionals to Institute, East-West Center. Review of mod- ing participate full time in specific, grams: existing Chief and els, audiences, evalua- Formerly, Anthropologist fixed-time project activities, such potential Curator, Division of tion and for Anthropology, as those described on this page. practical guidelines National Museum of the to train Philippines This deadline does not apply to programs designed and Mindanao State Au- from one culture to inter- University). other types of East-West Center people thor, Art of the act with members of Ethnographic Philip- awards-Graduate Degree Stu- effectively Bookman another culture. pines (Manila: Printing dents, Fellows, Joint Doctoral Re- House, 1973); author of nine articles 4. Ethical Concerns: The review of search Interns, Research Interns, in the encyclopedia, Filipino Herit- and Professional Interns. political and ethical problems of age; author, The Jama Mapun information about individuals and agencies in- Further (Ateneo de Manila University Press, EW CLI and volved in training or intervention specific programs ap- 1976). forms for all awards ex- programs designed to minimize plication cross-cultural misunderstand- Dr. Michael Hammett, Fellow, cept Graduate Degree Student ing. East-West Culture Learning Insti- Awards can be obtained by writing should be tute, East-West Center: former to: Applicants profession- The Director als who hold contact teacher and economic de- jobs involving training East-West Culture Learning between people from different cul- velopment advisor, Ponape District, Institute tures such as: education for dip- U.S. Trust Territory of the Pacific Is- East-West Center lomats; services for to lands; field researcher, Honolulu, Howell 96848, USA immigrants Bougain- (Applicails from Burna and Irda =at apply ttrigh thstr various countries; foreign student yule, Papua New Guinea; and co- in-caunhry EWC proam represerSalfres.) advisers in education; minority- ordinator of Anthropology Seminar

4 Culture Learning Institute Report

Bilingual/bicultural education characteristics of the people whom (From Page 2) they lead. Hopefully, this view will be to those who tear the loss of sobering constantly SS-CULTURAL many identity. They call for of like-minded think that are their unity people. R EARCH FOR they maximizing In cross-cultural relations, it will identities when IR they relate primarily continue to be who BEHAVIORAL AND to similar In how- marginal people persons. reality, will re- SOCIAL SCIENTISTS ever, are the of synthesize majority-minority they limiting range lations into new social orders. But their PROJECT identity. what will this be? In the role of variety marginality January 4-April 30, 1978 illustrating marginal or multicul- as contributors to social Culturally pluralistic persons tural? In all likelihood, both kinds of Willie cites ancient and change, will of After This is to modern from Moses and marginality prove utility. activity designed give examples all, what is at one time in behavioral/social scientists from the Martin Luther Moses was a marginal King. not be in United States and Asian and liberator of slaves who in history may marginal Pacific was reared another. Furthermore, what is mar- countries the to in- the house of aristocrats; was a opportunity King in one situation not be in crease their liberator of Blacks who was ginal may professional compe- poor another. Until there is more theoreti- tence in new areas of cross-cultural educated in well-to-do schools. cal framework on this the and to share ideas did not as slaves or as question, investigation They grow up of aimed for about cross-cultural research relev- were con- type marginality may poor people; yet, they not be as as the ant to: nected with them. Both had detrac- important quality; that is, the type to be developed tors among their own people who should be ones whereby people rise a. the of research questioned their integrity and au- design projects and not fall, and whereby they be data that are thenticity. People still followed them. involving empirical advantaged and not tragic. gathered in two or more cultures; They both had to contend with high b. the teaching of topics in the be- governmental authorities who tried havioral and social sciences to restrict their movements, but they Pluralism or separation? based on cross-cu Dtural findings; negotiated successfully on behalf of Early in this article, it was ques- tioned whether c. the integration and dissemina- their constituents. bilingual-bicultural education would lead to tion of findings in cross-cultural The pattern is strikingly similar for pluralism/ research; the Chinese ghetto poor in San multiculturalism or to separatism. d ical concerns in cross-cultural Francisco. Almost all its present These questions were not frivolous. earch; civic leaders are born and raised A casual observation of many bilin- education will reveal e. relations with professionals who outside of Chinatown-Honolulu, gual programs have the responsibility of apply- Stockton, Fresno, Los Angeles, that their instructional processes and contents involve little ing the knowledge gained Hong Kong, Vietnam, etc. They all compar- and of cultures, through cross-cultural studies. reflect middle to high socio- ing contrasting economic statuses. Some of them especially in non-trivial matters. Even when there is the of The program is most likely to ap- do not even have the Chinese lan- studying to communi- more than one culture, the cultures peal to behavioral and social scien- guage skills necessary are often studied such tists who have already earned an cate directly with their constituents. separately, that and mutual MA, MS, or Ph.D. degree (or equiv- In fact, the lawyer behind two suc- interrelationships are hard to come alent), and who wantto expand their cessful lawsuits filed against the cooperation by. Such educational models capabilities into cross-cultural federal government (one in the area bilingual in civil service more be termed studies. Participants will most likely of education and one might appropriately "ethnic" or 'multi-ethnic" education have a background in psychology, employment) is not even Chinese, or educa- but a Caucasian who is gaining rather than "crossculturaL" which sociology, anthropology, con- tion; or perhaps political science or some Asian identity. presupposes comparisons, trasts, and In a word, linguistics. The program will appeal To be sure, the scene in San cooperation. in curriculum lends it- most to people desiring a broad Francisco's Chinatown is changing. segregation self to in one's way of background in the entire range of A few home-grown Chinatown segregation cross-cultural studies, rather than to leaders are developing, such that thinking. Of itself, bilingual educa- allies tion does not people desiring a concentrated em- the need for outside marginal preclude segregation of curriculum. It does, however, with phasis in a narrow area. An interdis- is diminishing somewhat. The test of a little and lend ciplinary group of participants will be these home-grown leaders, how- foresight planning, itself to and welcome, but applicants should ever, will continue to be whether non-segregation margi- realize that the content and they themselves act as ethnic nality. methods of cross-cultural research chauvinists or as marginal persons. Even here, it does not automati- to be presented by the coordinators Leaders, particularly those not cally lead to a high quality of margi- developed mainly by tied down by bureaucratic be- nality. Again, done well, it could. *beenologists and anthropologists. haviors, are marginal persons who These caveats take on more mean- find their identities in the syntheses ing when one studies much of the of groups. Leaders of social move- community politics behind bilingual ments need not possess all of the (Continued on Page 6)

Culture Learning Institute Report 5

Bilingual/bicultural education stop. The 'how" of all this, broadly Lei Feng was born into a poor (From Page 5) speaking, means that the structure peasant family. His parents died when he was seven and content of bilingual educational years old. He education. Almost to a person, had to look after for the land- programs must be carefully and pro- pigs community advocates of bilingual lord. The landlord was cruel and fessionally drawn up to include a education stress that its major pur- beat him... He is a fine example to host of subject matters and realities pose for existing is to preserve a us all. He is dead, but his spirit lives of life. For example, both the lan- in our hearts forever.5 specific language and culture, and guage and content components of that by some miracle, that preserva- In bilingual programs have to talk like manner, language learning tion would enable a person to be about something. That something and cross-cultural education can be culturally pluralistic or multicultural. ought to be more than foods, festi- combined. Such treatments should vals, and other symbols. Crosscul- go some way towards developing Mono-ethnic chauvinism tural views of competition/coop- marginality. It must be contended, however, eration, sex roles, nurturance, at- In conclusion, it is argued that education can be a that emphasizing one's own cultural titudes, habits, aggression, values, bilingual power- ful tool in children resist cul- and linguistic heritage does not of morality, cleanliness, authority, helping itself lead that one to be multicultural peer relationships, work, play, emo- tural isolation, but that before this can much or pluralistic. It anything, without tions, nature of family, independ- happen, theoretical and must be to balance, such emphasis might even ence/dependence, ecology, in- practical thought given curriculum lead one to mono-ethnic chauvinism migration of non-natives, all can be development that re- or ethnocentrism. dealt with at all levels of education. flects marginality through interdis- and Ethnic community politics, one Additionally, the problems that all ciplinary cross-cultural treat- must remember, is predicated on people must face, majorities and ments. getting the most resources for one's minorities alike, should also be in- own community. While this might be corporated. These include career FOOTNOTES Adler, Peter. Cultural Re- just, one must be careful that this education, consumer education, fu- "Beyond Identity: flections Upon Cultural and Multicultural spirit is ameliorated in bilingual- turism, doublespeak (systematic Man;' Topics in Culture Learning, Brislin, of and issues of war and bicultural programs. ways lying), Ft. led.), East-West Center, Honolulu, vol- To gain a proper understanding of peace. And as if these topics were ume 2, 1974, pp. 23-40. 2 self and society, then, a sense of not enough, certain skills must also Willie, Charles. "Marginality and Social Transaction transcendance must be fused into be incorporated-values inquiry; Change;' /Society, July- 1975, 10-13. The for bureaucratic and August, pp. bilingual programs. urge decision-making; The word "historically" is emphasized be- as well as the skills as freedom and change organizational employees, cause I do not view many of the recent need for control and stability must managers, clients, and entrepre- demands by ethnic minorities to be margi- be considered. Pupils who will try to neurs; mathematical; persuasion; nal at all. Novak, Michael. Race and Truth:' Com- reconcile the peoples of the world and mediating. mentary, volume 62, No. 6, December and who show creative Not A real ef- marginality Impossible? really. 1976, pp. 54-56. must be developed. fort at overcoming parochialism is Statement made at the evening session of The preservation of a native lan- necessary. Propagandistic tone the First National Conference on the Chinese in America, of San guage and culture-one of bilingual aside, English language lessons in University Francisco, July 10-12, 1975. education's not the of China are major goals-does People's Republic As quoted by A. F. Price, "English Teaching have to mean that the of also social studies lessons. The fol- learning in China' English Language Teaching, Oc- other cultures and languages must lowing is an example: tober 1971.

Ms. Premlata Purl (India), Mr. K. Narinasamy (Malaysia), and U Kyau Win (Burma) of the lnstitute IT, A11V "Conserving Cultural Values" group chat during a noontime picnic with Dr. Sharma Saga', an Indian psychologist participating in the "Cross-cultural Re- search for Social/Behavioral Scientists" program- 1

The East-West Culture Learning Institute and the Coun- cil of Foundations sponsored a conference on "Emerg- ing Issues in Cultural Relations in an Interdependent World" December 8-10, 1976, to which more than thirty scholars and foundation presidents were invited. at right, Dr. Samuel Johnson, Professor of Com- parativePicLiterature-turedat the University of Sierra Leone and " currently visiting Professor at University of Michigan L confers during a conference break with East-West Center President Everett Kleinjans. The Conference, coordinated by Dr. John Philip, was concerned with how intercultural transactions-exchanges in educe- S tion, science, technology, the arts, human skills-can A bring about better relations among nations. kcalk- ,4 W

6 Culture Learning Institute Report