asian language and culture: implications for assessment and intervention
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ASIAN LANGUAGE AND CULTURE: IMPLICATIONS FOR ASSESSMENT AND INTERVENTION. I. INTRODUCTION AND BACKGROUND**. ORIGINS: East Asia (Japan, Korea, China) Southeast Asia (Philippines, Laos, Cambodia, Thailand, Indonesia, Singapore, Burma, Vietnam, Malaysia) - PowerPoint PPT PresentationTRANSCRIPT
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WELCOMEWWW.UNIQUEPLACES.COM
ASIAN LANGUAGE AND CULTURE: IMPLICATIONS FOR ASSESSMENT
AND INTERVENTION
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Not on test 2:**
asha.org/practice/multicultural/phono information about the sound systems of various languages
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I. INTRODUCTION AND BACKGROUND**
ORIGINS:
•East Asia (Japan, Korea, China)
•Southeast Asia (Philippines, Laos, Cambodia, Thailand, Indonesia, Singapore, Burma, Vietnam, Malaysia)
•South Asia (Pakistan, India, Sri Lanka)
• KEY RELIGIONS: Buddhism, Taoism, Confucianism
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Migration Information Resource (migrationpolicy.org)** (not on test 2)• Top 5 origin countries of immigrants:• 1) India• 2) China• 3) Philippines• 4) Vietnam• 5) Korea
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Migration Information Resource (not on test)**
• Close to ½ of all Asian immigrants have settled in California, New York, and Texas
• Top 4 counties: LA, Santa Clara, Orange (in California) and Queens (New York)
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Pew Research Center 2017:
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Many Indians in the U.S. are Brahmin
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Former student Harpreet:**• Lighter-skinned Indians in middle school would
not let her associate with them
• Bullied because she is darker and of a lower caste
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Sonam R., 2016:** (Indian)• There is NO intermarriage between castes
• Girls are encouraged to stay home
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II. CONTRASTNG BELIEFS, VALUES, AND PRACTICES**
TRADITIONAL ASIAN MAINSTREAM
Fatalism Personal control over envt.,
one’s fate
Tradition, living with Change, futurethe past orientation
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TRADITIONAL ASIAN MAINSTREAM**
Group welfare Self actualization,privacy
Mutual interdependence Independence, indiv. autonomy
Hierarchy, rigid role status Equality, status determined by
achievement
Conformity Challenge authority
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• TRADIT. ASIAN MAINSTREAM**
• Encourages continued Early indep.dependence on family encouraged
(older sibs HELP)
• Parent is authority; Parent gives choices• expects submission, indep. thinking • unquestioning obedienceencouraged
• Parents ask ch Parents ask ch• “What can you do to “What can I do to • help me?” help you?”
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For children, many Asian families believe (in contrast to traditional U.S. families)
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Having children is important—Fidela B., 2016, Laotian:**
• Under a lot of pressure to get married (she’s around 25)
• Mom: “Your eggs are dying.”
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III. CUSTOMS, COURTESIES, VALUES**• A. Customs and Courtesies
• Hospitality
• Respect for elders, teachers, authority figures
• Modesty, humility
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Air China, 6/16**
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B. Communication Styles**• Formal rules of communication propriety
based on relative status of interlocutors
• May be considered appropriate to ask personal questions
• Indirectness often the norm re: touchy subjects
• Some Asians may smile or laugh when embarrassed or angry
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For example, key Filipino cultural values:
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IV. HEALTH CARE AND DISABILITIES**Visible vs. invisible disabilities
Disabilities fate, karma, sins committed by ancestors
Families may be ashamed to bring a child for help if his/her disability represents sins committed by parents/ancestors
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As SLPs…**• We may have trouble getting families to
acknowledge disabilities and sign IEPs for special education services
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V. ASIAN EDUCATION**• Hugely valued
• Asian children attend preschool at a higher rate than other groups
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Migration Information Resource (not on test)**
• Over the past decade, the # of Asian students in the U.S. has more than doubled
• 486% increase in Chinese students
• 1,739% increase in Saudi Arabian students
• 530% increase in students from Kuwait
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California Educator—Asians in the U.S. have the highest rates of:
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However, in California: (California Educator continued)
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In most Asian countries, there is:**• Great respect for teachers
• Heavy reliance on rote learning, memorization
• Teachers are very authoritarian
• Class is formal; teachers lecture
• Teachers don’t admit mistakes
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Differences--Asian and American Schools (Stevenson; compared Beijing & Chicago)**
•Long days, but lots of recess (in Asian schools)
•3x more American than Asian mothers “very satisfied” w/ their ch’s progress
•U.S. ch ranked themselves much higher than Chinese Ch, even though Chinese Ch ahead academically in all subjects
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• When asked what they’d wish for:
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Abboud & Kim (cited in text):**
• Role of Asian children in families: 1) respect elders and obey parents, 2) work hard and do well in school to secure a bright future
• Many Asian parents work hard all day and morph into educators at night—that is their role
• Asian parents put academics first, while other parents often put sports/athletics first; kids are too tired to study
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VI. ASIAN LANGUAGE CONSIDERATIONS**
A. Introduction
Many languages have numerous dialects
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Some Languages are Tonal**
• Khmer (Cambodia), Japanese, Korean not tonal languages
• Vietnamese, Chinese, Laotian are tonal; each tone represents a meaning change
• Vietnamese has 6 tones, for example
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Please know in detail…**
• The charts on pp. 134-135
• Chart p. 132 not on test
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Linguistically…
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For example, in Singapore, people speak: (don’t need to memo each lang. for exam)**
• Bengali• Chinese Malay• East Punjabi Sindhi• English Teluga• Hindi Thai• Japanese Korean• Java
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Migration Information Resource (not on test)**
• Top languages spoken by Asian immigrants:
• Chinese, Tagalog, Vietnamese, Korean, Hindi, Arabic, Urdu, Persian, Telugu, Gujarathi
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VII. IMPLICATIONS FOR PROFESSIONALS**• We may need to address the husband first
because the wife is subordinate
• It may be disgraceful for the family to admit to or discuss a child’s disability; entire family lineage disgraced—intervention may be rejected
• Some families do not believe that it is important to talk with young children and babies; may not be open to early intervention
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• Teach Asian ch “home” and “school” rules for talking**
• Analyze expressive lang skills by evaluating writing, not speaking (quiet in class)
• Some families dislike “game” format of tx—prefer structured drill activities
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To, Stokes, Cheung, & T’sou (Journal of Speech, Language, and Hearing Research) Narrative
assessment for Cantonese-speaking children.**• Narrative skills strong predictors of later language
outcomes
• This study attempted to create some norms for evaluating narrative skills of Cantonese-speaking children
• Studied typically-developing subjects and those with specific language impairment (SLI)
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The researchers found that:
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These children also…
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So we know that…**• Assessment of
children’s narrative skills is very promising differentiating lang. difference from LI
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It is important for us to understand Filipinos…**
In 2000, there were 24,516 Filipinos in Sacramento County
•In recent years, this has increased to 41,455 (69% increase)
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Former students from this class:**• Filipinos predominantly Roman Catholic —enlist
help of priest, church members
• Family--huge sacrifices to come to U.S. for a better life for Ch
• 150 dialects
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Tasha Ketphanh—Laos: (former student from this class)**
• Grew up in Sacto on welfare
• Education not important—you’re just going to work in rice fields
• Laotians ↑st prison population of Asians
• Don’t ever look an adult in the face
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Tasha (Laos; continued)
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I have found that Asians…**• Are generally terrific to
work with
• Very appreciative
• If they understand WHY, they will do carry over
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Please take out your Simply Brilliant book…**
• With friends nearby, decide which patterns constitute a difference and a disorder