Group Presenter

Al Araf Amala (17178042)

Sokhiziduhu Zebua (17178030)
Vicky Rinaldo (17178053)
 Etchnicminority achievement in the class
Exploring the role of language in
educational succes and failure
Exploring the role of school in
supporting the varieties of language
Exploring youth interactional practices
 Definitionof ethnicity
Methodology used by the writer
Language and Ethnicity in United States
Language and Ethnicity in Education
Directions for future research
Relevance of teacher and students
 DEFINITION
Waters (1990); Ethnicity is distnctions of
human body or the basis of phenotype.
Bailey (2002) shows how Dominican
Americans construct identities on the
basis of language.
Omi & Winant (1994); the concept of
ethnicity fall apart when confronted by
groups that accrue transnational
identities.
 Barth
(1969) said ethnicity is a function of
boundaries maintenance.

Hewitt (1986; 162) ethnic is a positional

concept for it has its existence only in
relation to other cultures bound within
specific political and economic system.
Finally the writer said that ethnicity:
Is not universally understood
Can be conceptualized in different ways inside
national borders as well as within teh same
community
 Distinctiveness-
centered model

Enables the classification of ethnic dialects,

allowing researchers to describe distinctive
speech varieties spoken by particular ethnic
groups
 Ethnograpic
Approach

Concerns on improvised aspects of langauge

use like codeswitching, stylization, and the usse
of other linguistics feature.
1. African American
This research topic starts with the speech practice of
African slave descendant in U.S
It is known as AAE (African Americans English)
Some researchers said that it originated from creole
Not all African Americans speak AAE, and not all AAE
speakers use it all the time
It is used most frequently in the informal speech of
urban
2. Latinos
Lantinos are united by a common linguistic
heritage through spanish
Spanish and English are commonly perceived as
separate language
Many latinos view speaking spanish is as
important to Latino identity
Codeswitching between Spanish and English is
still common among bilingual Latinos
3. Native Americans
They are refers to indigenous tribal communities who
born, rise and live in U.S
These people and their langauge are rapidly
decreasing in number
Based on research, it found that the use of English was
highly regulated and brutally enforced
Not surprising the students acquired English
This is how finally these students were creating a new
variety of English and it is different from English they
were learning from school
4. Asian American
Asian american has no single heritage language
Asian American are eternally perceived as new
comer who speak English with foreign accent
Asian American ca assimilate smoothly into the white
middle class
Asian american do some stereotypes, thus they seen
as poor, with delinquent behaviour, speak of non-
standar dialects
5. European American
Italian and Irish immigrants in the early 20th century
were viewed as different racial groups
Trechten and Bucholtz (2001) argue that whiteness
maintance its power through its absence
There are three models in researching
language and ethnicity in education;
deficit model, difference model and
emergence model.
 Deficit
Model
ethnic minority students experienced
chronic failure becuase they were
cognitively deficient
Based on the writer this model has been
invalidated.
 Difference model
shows that ethnic minority students are
not deficient, but socialized into different
sets of cultural norms that are not
recognized by the school
.
Emergent language and ethnicity.

This work emphasizes how the link

between language and ethnicity is
quite dynamic: that speakers are not
confined to a set of inherited speech
norms, but may draw instead from wide
repertoires and various interactional
strategies in the performance of ethnic
identity.
Mainstream education
1. Identities of ethnic minorities Emergent not
only in school but through classroom practice.
Orellana (1999) stresses the inventiveness of social
identities through written literacy practices.
Example: Wortham (2006) focuses on the emergent
identities of two African American students:
Tyisha and Maurice by Considering with curricular
themes, ideologies of race and gender and the
local models of personhood available to students.
Wortham analyzes classroom interaction across
time to trace how student identities develop and
shift in unexpected ways.
2. Another is When ethnic minorities success
through the adoption of mainstream
conventions as an illusion.

example: Foley (1996) finds that Native

American high school students will actively
apply the silent Indian stereotype to
themselves in order to avoid being bothered by
their teachers in the classroom.
3. work on language crossing in educational
contexts
Example: Rampton (1995) : Panjabi group, Creole
and Stylized Asian English by Afro-Caribbean,
Anglo and Panjabi youth.
Language crossing emerges as a multi-vocalic
practice with different social meanings depending
on the speaker and the language.
Example: Panjabi youth cross into Creole, which is
spoken primarily by Afro-Caribbean immigrants in
England.
1. Language inherit traditions.
a signifcant number of ethnic minority adolescent pupils
demonstrate a weak sense of affliation to their supposed
home/community L1 . . . In addition, other ethnic minorities
may claim affliation to linguistic varieties that are supposed
to be part of the natural inheritance of other ethnic groups . .
. At the same time a similar tendency is also visible among
ethnic majority pupils . . . And there is evidence that some
White pupils have a weak affliation with standard English
and use nonstandard forms by choice. (Leung et al., 1997:
557)
variety of language education settings, including second
language, foreign language, heritage language, bilingual
and dual-language classrooms.
 heritage language learning contexts

Korean heritage
Chinese heritage Korean American
language language classroom heritage language
program in learners in a
California He (2004) examines university Korean
Lo (2004) finds the emergence of foreign language
authority around the classroom
that divisions of
choice of scripts:
ethnic identity jiantizi, the simplifed Jo (2001) examines
among students offcial script used in the tension between
emerge through mainland China, and student knowledge of
shifting epistemic fantizi, the traditional informal Korean and
script normally used teacher
stances of moral
in Taiwan and expectationsof
evaluation by the elsewhere. standard Korean.
teacher.
Three possible directions for building on
current educational research:

1. Language crossing in language learning

contexts;
2. Ethnic target varieties for language
learners; and
3. Media and popular culture in language
classrooms
.
mainstream There is no one-to-one
and language correspondence It would benefitit
classroom between language and
bboth teachers and
ethnicity:
students if
It can be quite Not all members of an discussions of
ethnic group language and
dangerous for
speak an ethnic variety ethnicity
educators to not all ethnic groups
view ethnicity in have an ethnic variety Class discussions
a static way, Asian Americans, who and debates about
have no ethnic variety language attitudes,
which contribute but can be linked to
standard English,
to the mainstream American
English, a foreign style shifting and
reproduction of multilingualism.
accent and nonstandard
social inequality English.
in education
 Group Presenter
Al Araf Amala (17178042)
Sokhiziduhu Zebua (17178030)
Vicky Rinaldo (17178053)
. Examines the aspects of learning
Language socialization
refers to the acquisition of
linguistic, pragmatic
and other cultural
knowledge through social
experience and is often
equated with the
development of cultural
and communicative
competence
and also how individuals become
socialized into particular
identities, worldviews or values,
and ideologies as they learn
language, whether it is their first
language or an additional
language.
language socialization explores
how people learn how to take
part in the speech events and
activities of everyday life: jokes,
greetings, classroom lessons,
story-telling or essay or memo
writing and also the values
underlying those practices.
,
language socialization is the lifelong process by
which individuals typically novices are
inducted into specifc
domains of knowledge, beliefs, affect, roles,
identities, and social representations, which they
access and construct through language practices
and social interaction. (Duff, 1995: 508).

Language socialization is a concept the editors

take to mean both socialization through language
and socialization to use language.
 Formal Informal
education education

explicit explicit

implicit implicit
 Classroom rules
Pedagogical task
explicit

behavior
norm
implicit
 Community rules
Real-world task
explicit

behavior
norm
implicit
 Much language socialization research is
ethnographic (Bronson & Watson-Gegeo,
2008; Duff, 1995, 2002, 2008b; Saville-Troike,
2003).
Ethnographic research involves
understanding the cultural patterns,
behaviors and values of groups in their
natural local contexts.
Language socialization is known to be a
lifelong and life wide process, no single
study can really be sufficiently longitudinal.
There are 4 factors can be considered

Target language complexity

Teacher assumption

Learner position as non native speaker

Learning conditions
Language socialization work needs to
squarely and critically address issues of
power, race, class, gender and history
that may complicate some students
language socialization opportunities and
trajectories.
Bronson and Watson-Gegeo (2008)
Teachers and policy-makers must
remember that what is very obvious to
learner after a lifetime of language and
literacy socialization and professional
education into the dominant discourses
of society may be not at all obvious or
even comprehensible to newcomers.
Campbell & Roberts (2007)