Hispanic Students (Mexican and Puerto Rican)
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DOCUMENT RESUME ED 221 054 FL 013.190 AUTHOR Knop, Constance K. TITLE Limited English Proficiency Students in Wisconsin: Cultural Background and Educational Needs. Part I: Hispanic Students (Mexican and Puerto Rican). INSTITUTION Wisconsin State Dept. of Public Instruction, Madison. Div. of Instructional Services. SPONS AGENCY Office of Bilingual Education'and Minority Languages Affairs (ED), Washington, DC. REPORT NO WSDPI-2348 pc2 PUB DATE Jan 82 NOTE . 103p. EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Audiovisual Aids; Cultutal Background; Cultural Traits; *Educational Needs; Elementary Secondary Education; *Hispanic American Culture; Hispanic Americans; Lesson Plans; *Limited English Speaking; *Mexican Americans; Needs Assessment; Orientation Materials; *Puerto Ricans IDENTIFIERS Wisconsin ABSTRACT A training manual was developedto acquaint teachers and administrators with the history and culture of Mexican Americani) and Puerto Ricans in Wisconsin so that they can better meet the educational needs of their limited English proficient students. This manual is one of three such manuals intended for use with allied audiovisual materials. Historical attempts to. meet the needs of bilingual students in Wisconsin and the United States are reviewed, and aspects of different types of educational programs for minority students in Wisconsin are outlined. Information is provided on such topics as the history of Hispanics in the Midwest, language use and attitudes, cultural identity, Mexican migration to Milwaukee, Mexican family structure and values, Puerto Rican migration, and educatignal needs of Puerto Rican students. Videotapes and suggested readings concerning aspects of Hispanic culture and approaches to teaching English to Hispanic students are listed. (RW) A *********************************************************************** Reproductions supplied by EDRS are the beSt that can be made from the original document. *********************************************************************** LIMITED ENGLISH PRUICIENCY STUDENTS IN WISCONSIN: CULTURAL BACKGROUND ANDENCATIONAL NEEDS Part I: Hispanic Students (Mexican and Puerto Rican) Author and Editor Constance K. Knop University of Wisconsin-Wlson published by 'Wisconsin Department of Public Instruction Herbert J. Grover, State Superintendent Division for Instructional Services John T. Benson, Assistant Superintendent Bureau for Program-Development Arnold M. cnandler, Directcr Frank M.Arittner, Supervis,or Setond Language Education (This project wassupportedby funds appropriated under a training grant, ESEA Title VII, Department of Education. However, the opinions expressed herein do not necessarily reflect theposition of the U.S. Department of Education and no official endorsement by theDepartment of Education should be inferred.) WISCONSIN DEPARTMENT OF PUILIC INSTRUCTION JanuarY 1982 MS-DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER IERIk. )10 The document has bean-leproduced as received from the person or organization Acolislribe originating it. Minorchanges hays been made to improve E47qRUbk 1115h12dOn reproductionquality. Bulletin No. 2348 Points of view or opinions stamd in this docu, TO THE EDUCATIONAL RESOURCES meM do not necessarily represent officio, POE INFORMATION CENTER (ERIC)." position orpolicy. FOREWORD The Wisconsin Department of PublicInstruction in coordination with the Office of Bilingual Education andMinority Languages Affairs--U.S. Depart- ment of Education has, in recent years,recognized the special needs of students of limited English proficiency. In addition, the Department has provided,technical assistance to localschools, has developed curricular materials for the various language groupswithin the state and has promoted 'and approved bilingual teachercertification programs within the various institutions of higher education in thestate. However, despite these activities, onepersistent need has not been met. What has been missing is knowledge aboutthe cultural characteristics Of the various linguistic minoritiesin the state along with some practical suggestions for acquiring and usingcultural knowledge to help students with limited English proficiencyachieve a higher degree of success within of the public school system. To help meet these special needs a series nstructional programs have been developedconsisting of a series of three materials. f raining manuals and allied audiovisual he materials in these manuals wereprepared with several purposes in mind. he first purpose is to acquaintteachers, administrators, and the general ublic with the history, of attempts tqmeet the needs of limitedEnglish is p oficiency studentsinisconsin. A summary of present-day programs information on the cultural a so included. A second purpose is to present b ckground of groups of limitedEnglish proficiency students who attend Indochinese, schools in Wisconsin. Within the general groupings of Hispanic, Native American students, specific groups arediscussed (Mexican/Puerto an Mb Ri an; Hmong/Vietnamese;Menominee/Oneida) so as to highlight the cultural backgrounds and educationalneeds of students in theseindividuag have drawn on their 'Awl- gro4ps. Native speakers from these specific groups A edgeo, insights, and experientialbackground to prepare this information. thirCpurpose of these materials is toprovide videotaped lessons and alist- presented ing of\supplementary readings. These items expand on the information here ahd direct teachers to other sourcesfor developing curricular materials, knowTedge for expanding instructionalstrategies, and for increasing their English about the cultural background andeducational needs of their limited proficiency students. All I wish to thank all of those whohave contributed to this undertaking. appreciative of us in the Department whoworked on this project are especially organized of the efforts of-Professor ConstanceKnop who edited, authored and the material into a pedagogicallyuselul training program. develop quality The publications are dedicatedto everyone who has worked to educational programs for linguisticminorities of varying culturalbackgrounds in the public schools of our state. Herbert J. Grover State Superintendent 3 TABLE OF CONTENTS Page I. Historicel Landmarks of Bilingual Education in Wisconsin and the United States --Frank M. Grittner 1 II. Discussion Outline on Various Types of Programs for Meeting the Needs of Limited English Proficiency Student's in Wisconsin --Frank M. Grittner 18 III. Hispanic Students in Wisconsin: Mexican and Puerto Rican --Consultants: Judith T. Guskin and Fermin Burgos 22 A. History of Hispanics in the Midwest 23 B. Language Use and Language Attitudes 28 C. Cultural Identity: Continuity and Change for Midwestern Youth 34 D. Hispanic Students in Wisconsin from Mexico 41 1. Mexican Migration to Milwaukee 42 2. Mexican Family Structure, Values, and LearningPatterns 50 56 E. Hispanic Students Wisconsin from Puerto Rico 1. Increased Diversity: One Language, Two Communities-- Puerto RIcan Migration 57 2. Cultural Background and Educational Needs of Puerto Rican Students 62 F, List of Availabl:117Tapes and Suggested Readings Regakling kispanic Students --Constance K. Knop 175 4 iii EDUCATION IN WISCONSIN I. HISTORICAL LANDMARKS OF BILINGUAL AND THE UNITED STATES The Early Feridd 1830-1917 so-called There is considerable historicalevidence to show that the did 00( "melting pot" approach ofassimilating the various immigrant groups pot function as smoothly andautomatically as many people have supposed. assimilated In fact, some of the ethnic groupswhich now are considered education pro- did have what would now becalled bilingual/bicultural For example, in the 1830's, aform of bilingual education was grams. large majority conducted in Cincinnati which,in that time period, had a Documents from thb time showthat first of German-speaking citizens. inferior ,generation German settlersconsidered America's common schools German to those of the homeland. As a result, private, parochial ebetter quality of edu- schools were established inorder to provide the language, cation based upon the Germanmodel and also to preserve culture, and traditions forthe next generation ofGerman-Americans. includingWlwaukee and other In many places acrossthe country, with the public German ethnic areas, suchschools competed successfully parents of such schools for many years This was despite the fact that students had to pay tuitionfees as well as school taxes° German-English In order to draw students awayfrom theSe bilingual which.instruction schools, many states establishedcompeting schools in both in_German and inEnglish. In 1840, Ohio even was carried on, bilingual law. passed a law which would nowbe referred to as a state German The Ohio Statutes actuallyprovided tax monies to attract culture and lan- children into the public"schoolsand to permit German It stated that it was"The duty of the Board of guage to be taught. of German Trustees and visitors of commonschools to provide a number, teachers for the instructionof the youths schools under duly-qualified English lan= who desire to learn the Germanlanguage or the German and During that same year, theCity of Cincinnati was guages together." scho9ls as mandated by law to introduceGerman instruction in the grade first bilingual edu- an optionalsubject This has been cited as the cation program in the UnitedStates, Similar programs were set up acrossthe country during