This post has been adapted from a paper submitted to Athens State University and SafeAssign. Plagiarism is ill-advised.
Kids misbehave for a ton of reasons. They are hungry. They are sleepy. They are lonely. They are scared. They are overstimulated. They are jerks in general. Usually you can talk it out and figure out what is causing the problem. However, for good or ill (I personally believe good. Americans could do with a little bilingualism. Every other developed country in the world does.) classrooms usually have at least one or two English language learners that can't effectively communicate the reasoning behind a perceived misbehavior. The question can even be asked "Is this a misbehavior at all? Or is it just a cultural difference?" What happens when a misbehavior is so severe that it makes you wonder if it isn't a behavior issue, but a disability of some type - emotional, learning, etc? How do you know which one it is?
When determining the need for Special Education referrals for an English Language Learning (ELL) child, educators face three problems:
(1) Language as a culture barrier.
(2) Language as a mask for previously existing behavioral and academic problems.
(3) Language as an instigator of those same problems.
Kids misbehave for a ton of reasons. They are hungry. They are sleepy. They are lonely. They are scared. They are overstimulated. They are jerks in general. Usually you can talk it out and figure out what is causing the problem. However, for good or ill (I personally believe good. Americans could do with a little bilingualism. Every other developed country in the world does.) classrooms usually have at least one or two English language learners that can't effectively communicate the reasoning behind a perceived misbehavior. The question can even be asked "Is this a misbehavior at all? Or is it just a cultural difference?" What happens when a misbehavior is so severe that it makes you wonder if it isn't a behavior issue, but a disability of some type - emotional, learning, etc? How do you know which one it is?
When determining the need for Special Education referrals for an English Language Learning (ELL) child, educators face three problems:
(1) Language as a culture barrier.
(2) Language as a mask for previously existing behavioral and academic problems.
(3) Language as an instigator of those same problems.
Language as a Culture Barrier
Language is not just the words a person uses, but the way they are spoken and the meanings they convey. Learning a second language primarily in a classroom setting, as opposed to a home setting, presents an entirely new way of seeing the world as well as a necessary expansion and utilization of internal resources in order to process that new way of seeing.
Those children whose first language assigns gender and the associated characteristics to an object have a different way of seeing those objects that may or may not interfere with their relation to them. (Harmon, 2007, pg 37) When a speaker of a gender neutral language, such as English, gives instruction in a tense that does not naturally define the object within the word itself the way romance languages do, ELL children can appear to respond slowly or not understand what is meant while they attempt to mentally reconcile the differences and apply the proper connotations.
Case in point, a lesson taught on money in the government and business has many opportunities for problems with the use of one word alone – “capital”. In Spanish the feminine “la capital” is the capital of a country, but the masculine “el capital” refers to financial matters. The definition of this word in English changes with the context of the word in a sentence or paragraph, not article of the word itself. A child that is looking for the definitive article to tell him what the word means will not be looking for context clues and will have difficulty understanding the lesson.
Those children whose first language assigns gender and the associated characteristics to an object have a different way of seeing those objects that may or may not interfere with their relation to them. (Harmon, 2007, pg 37) When a speaker of a gender neutral language, such as English, gives instruction in a tense that does not naturally define the object within the word itself the way romance languages do, ELL children can appear to respond slowly or not understand what is meant while they attempt to mentally reconcile the differences and apply the proper connotations.
Case in point, a lesson taught on money in the government and business has many opportunities for problems with the use of one word alone – “capital”. In Spanish the feminine “la capital” is the capital of a country, but the masculine “el capital” refers to financial matters. The definition of this word in English changes with the context of the word in a sentence or paragraph, not article of the word itself. A child that is looking for the definitive article to tell him what the word means will not be looking for context clues and will have difficulty understanding the lesson.
A more subtle example is a nonverbal spatial problem. It has been discovered that several cultures refer to space in a geographic manner, not an egocentric or relational one. This means that they use “east” or “west” to denote an item’s position in space instead of “in front of” or “behind” relative to another object or themselves. Most commonly this is found in more primitive areas such as certain Australian Aboriginal tribes, remote areas of Mexico or South America, or closer to home in American Sign Language users. (Deuttscher, 2010) An example of the types of problems this can cause in education is given in the New York Times article “Does Your Language Shape the Way You Think?” by Guy Deutscher (2010). A young dancer from a remote village was sent to another village to further his studies. While both instructor and student were of cultures with geographic descriptors, the student was disoriented and could not place himself. Any directions given were met with confusion and non-compliance. Though they shared a language and culture, the relocation of the student created an inability to “teach the boy anything”, leaving both participants were exasperated and frustrated. This is similar to the sudden transplantation of many of today’s immigrant students.
Considering that this problem can happen even with two people of almost exact language, it is no small wonder that it is magnified by those who do not share one. Detscher’s article presents another example demonstrating this cultural divide without actively using verbal language: when arranging a bedroom in the same certain order facing north and again facing south, an egocentric culture will see the exact same bedroom. Alternatively, a coordinate culture will see two completely different rooms as each is facing a different direction. This type of viewpoint could have significant impact on a child who is placed in an environment that not only sounds different, but is arranged differently from anything they have before experienced.
Many such cultures have a varying educational structure as well. Students from rural Mexico, for instance, may have had almost no formal instruction; even if the student has learned much about a subject, the concept of testing and a sit-down style of education may not activate or relate to prior knowledge. (Flores-Moreno, 2007, pg 1) Learning anything beyond the new language becomes a far more laborious task than the child is used to and that educators have time for. If the educator presents content in a manner consistent with the progressivism views of education (learning by hands on activities that are later analyzed and discussed), the child spends much of their time translating the activity and its connotations rather than experiencing and learning from it. Although culture shock is a valid concern for English Language Learners, it does not necessarily dictate that current behavioral or academic difficulties exist or that they are guaranteed to arise. It is merely a layer that one must be aware of and look beneath in the event that those difficulties do become apparent.
Considering that this problem can happen even with two people of almost exact language, it is no small wonder that it is magnified by those who do not share one. Detscher’s article presents another example demonstrating this cultural divide without actively using verbal language: when arranging a bedroom in the same certain order facing north and again facing south, an egocentric culture will see the exact same bedroom. Alternatively, a coordinate culture will see two completely different rooms as each is facing a different direction. This type of viewpoint could have significant impact on a child who is placed in an environment that not only sounds different, but is arranged differently from anything they have before experienced.
Many such cultures have a varying educational structure as well. Students from rural Mexico, for instance, may have had almost no formal instruction; even if the student has learned much about a subject, the concept of testing and a sit-down style of education may not activate or relate to prior knowledge. (Flores-Moreno, 2007, pg 1) Learning anything beyond the new language becomes a far more laborious task than the child is used to and that educators have time for. If the educator presents content in a manner consistent with the progressivism views of education (learning by hands on activities that are later analyzed and discussed), the child spends much of their time translating the activity and its connotations rather than experiencing and learning from it. Although culture shock is a valid concern for English Language Learners, it does not necessarily dictate that current behavioral or academic difficulties exist or that they are guaranteed to arise. It is merely a layer that one must be aware of and look beneath in the event that those difficulties do become apparent.
Is Language Hiding the Problem...
Once a teacher is aware of the cultural impacts and limitations upon the student, he or she must decide if the difficulties are being masked by the language barrier or being caused by it. The language barrier is very real and almost as impactful as a physical one, and can quickly become the most difficult part of a student-teacher relationship as. In 2007, The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) created “Understanding the Impact of Language Differences on Classroom Behavior”, an invaluable packet that outlines not only the common behaviors of most English Language Learning students, but the general way that human progress through learning any language. Familiarity with these progressions is crucial to discovering whether or not a behavior is second language-masked or second language-induced.
These behaviors can include a lack of speech in any language, a perceived inability to understand, respond to, or follow directions, or becoming physically violent. Generally speaking, if a child’s negative behavior and academic skills are language-induced, he or she should progress through four stages of second language learning over a period of six weeks to a year. The first of these is continuing to use the home language, followed by a period of “non-cooperation” where he or she does not speak at all. The lack of speech at this point can be perceived as obstinance, especially since children do not progress linearly through the stages, rather moving back and forth between them as their skills develop. When reacted to in an unsupportive way, escalation of physical aggression and frustration can appear. The next two phases are the more outwardly productive phases - the experimentation of sound and vocabulary and the continued use of the new language. (CSEFEL, 2007) However, they are not the ones where the most work and learning take place. Before a student feels comfortable enough to make the sounds of a new language and uses it more freely, he must be able to quickly internalize and analyze it; he discovers and focuses on the things and subjects that are most important to him and he prioritizes his learning according to those desires. (McGlothlin, 1997)
These behaviors can include a lack of speech in any language, a perceived inability to understand, respond to, or follow directions, or becoming physically violent. Generally speaking, if a child’s negative behavior and academic skills are language-induced, he or she should progress through four stages of second language learning over a period of six weeks to a year. The first of these is continuing to use the home language, followed by a period of “non-cooperation” where he or she does not speak at all. The lack of speech at this point can be perceived as obstinance, especially since children do not progress linearly through the stages, rather moving back and forth between them as their skills develop. When reacted to in an unsupportive way, escalation of physical aggression and frustration can appear. The next two phases are the more outwardly productive phases - the experimentation of sound and vocabulary and the continued use of the new language. (CSEFEL, 2007) However, they are not the ones where the most work and learning take place. Before a student feels comfortable enough to make the sounds of a new language and uses it more freely, he must be able to quickly internalize and analyze it; he discovers and focuses on the things and subjects that are most important to him and he prioritizes his learning according to those desires. (McGlothlin, 1997)
...or is it Causing the Problem?
It has already been mentioned that a non-supportive environment can lead to the escalation of physical violence and emotional frustration that can cloud the discovery of the origin of the negative traits. Therefore, in order to facilitate movement through these steps, a teacher must be willing and able to provide a safe and supportive learning environment. This can be accomplished by integrating non-language specific teaching materials, such as symbols or pictures, with repetitive actions or low-demand lessons to build upon the natural way of learning (CSEFEL 2007; McGlothlin, 1997). Some schools encourage the use of materials in the home language when available and others do not, creating a policy against “forbidden languages”. “Forbidden language" is a topic that has been widely debated and is still under review today. (Wyer, 2008)
Supportive environments extend beyond the classroom as well. The student’s parents are a resource that can often be overlooked, especially if they do not speak English themselves. The supportive teacher will visit homes, ask questions where they can, and should find ways to integrate common phrases from the child’s home life and language into the classroom to help ease the learning transition. If possible, invite parents to visit the classroom to observe their child’s behavior and provide a means of support. (Arias & Morillo-Campbell, 2008, pg 8, 9)
Finally, once the typical acclimation period of six to nine months has been completed, the teacher must evaluate the student’s progress. If after the appropriate adjustment time the student has made academic progress or behavioral improvement, it can be concluded that the behaviors were language-induced. Conversely, if there has been little to no improvement in either area, steps can then be taken to evaluate the need for a special needs referral through collaboration with the school’s problem-solving team. (Artiles and Ortiz, 2002, pg 6)
Supportive environments extend beyond the classroom as well. The student’s parents are a resource that can often be overlooked, especially if they do not speak English themselves. The supportive teacher will visit homes, ask questions where they can, and should find ways to integrate common phrases from the child’s home life and language into the classroom to help ease the learning transition. If possible, invite parents to visit the classroom to observe their child’s behavior and provide a means of support. (Arias & Morillo-Campbell, 2008, pg 8, 9)
Finally, once the typical acclimation period of six to nine months has been completed, the teacher must evaluate the student’s progress. If after the appropriate adjustment time the student has made academic progress or behavioral improvement, it can be concluded that the behaviors were language-induced. Conversely, if there has been little to no improvement in either area, steps can then be taken to evaluate the need for a special needs referral through collaboration with the school’s problem-solving team. (Artiles and Ortiz, 2002, pg 6)
Discussion of Limitations
Of Cultural Studies – True translation is impossible. Language is more than vocabulary and one-to-one substitution; it is cultural awareness, syntax, structure, and lexical knowledge that can develop only through immersive first-hand experience and study. (Nakhallah, 2011)
Of Students/Parents – Parents of ELL students may not speak English and have a difficult time trusting people that they view outside of their social group. Some parents prefer linguistic isolation, where the family speaks and hears only the native language unless forced otherwise by outside influences. (Arias & Morillo-Campbell, 2008, pg 8) This limits the scope and accuracy of data collection.
Of Instructors: As mentioned in a study conducted by Pierette Charles (2011), teachers often lack knowledge of the process and nature of language learning. Much research is done on special education, the various types of disabilities, and what to look for but little has been done on English Language Learners as a distinct group. Further research is needed to correctly identify the needs of those students and the most effective responses to those needs.
Of Students/Parents – Parents of ELL students may not speak English and have a difficult time trusting people that they view outside of their social group. Some parents prefer linguistic isolation, where the family speaks and hears only the native language unless forced otherwise by outside influences. (Arias & Morillo-Campbell, 2008, pg 8) This limits the scope and accuracy of data collection.
Of Instructors: As mentioned in a study conducted by Pierette Charles (2011), teachers often lack knowledge of the process and nature of language learning. Much research is done on special education, the various types of disabilities, and what to look for but little has been done on English Language Learners as a distinct group. Further research is needed to correctly identify the needs of those students and the most effective responses to those needs.
Conclusion and Future Study
When a child comes from a background that does not feature English as a language, it can become difficult to know the level of ability and education that has come before. Even the most gifted learners take time to assimilate to new surrounding and methods. A teacher must take into account that there may have been difficulties present before the language shift that he or she is unaware of. By understanding the culture of the language that a student originally learned, the teacher can then proceed to the next step of determining when and why the difficulties appeared.
To understand further the impact of culture on students’ language and the impact that language has on their way of thinking, read Guy Deutscher’s book “Through the Looking Glass: Why the World Looks Different in Other Languages” (2011). Also read Brent Berlin and Paul Kay’s “Basic Color Terms: Their Universality and Evolution” (1969), which delves in to the link between naming a color and then being able to see it, followed by Barbara Saunders’ “Revisiting Basic Color Terms” at http://human-nature.com/science-as-culture/saunders.html.
To understand further the impact of culture on students’ language and the impact that language has on their way of thinking, read Guy Deutscher’s book “Through the Looking Glass: Why the World Looks Different in Other Languages” (2011). Also read Brent Berlin and Paul Kay’s “Basic Color Terms: Their Universality and Evolution” (1969), which delves in to the link between naming a color and then being able to see it, followed by Barbara Saunders’ “Revisiting Basic Color Terms” at http://human-nature.com/science-as-culture/saunders.html.
References
http://sudikoff.gseis.ucla.edu/archive/pdfs/language/PR_Gandara_ForbiddenLanguage.pdfArias, M. B., & Morillo-Campbell, M. (2008). Promoting ELL parental involvement: challenges in contested times. Retrieved from The Great Lakes Center for Education Research and Practice website: http://www.greatlakescenter.org/docs/Policy_Briefs/Arias_ELL.pdf
Artiles, A. J., & Ortiz, A. A. (2002). English learners and special education: before asssessing a child for special education, first assess the instructional program. Retrieved from Center for Applied Linguistics website: http://www.misd.net/Bilingual/ellsandspedcal.pdf
Center on the Social and Emotional Foundations for Early Learning (2007). Understanding the impact of language differences on classroom behavior. Retrieved from Child Care and Head Start Bureau website: http://csefel.vanderbilt.edu/kits/wwbtk2.pdf
Charles, P. (2011). Factors influencing middle school teachers when referring English language learners to special education. Retrieved from http://www.udini.proquest.com/view/factors-influencing-middle-school-pqid:2249261181/
Detscher, G. (2010, August 6). Does your language shape how you think? New York Times, MM42. Retrieved from http://www.nytimes.com/2010/08/29/magazine/29language-t.html?pagewanted=all&_r=0)
Dictionary.com (n.d.). capital, Spanish Words. Retrieved from http://spanish.dictionary.com/wordoftheday/capital
Flores-Moreno, C. (2007). Mexico non-formal education (2008/ED/EFA/MRTPI/31). Retrieved from United Nations Educational, Scientific, and Cultural Organization website: http://unesdoc.unesco.org/images/0015/001555/155522e.pdf
Harmon, S. (2007). Gender in the romance language: an evolutionary approach. Retrieved from http://repositories.lib.utexas.edu/bitstream/handle/2152/3435/harmons89381.pdf?sequence=2
McGlothlin, J. (1997). A child's first steps in language learning. Teachers of Englidh as a Second Language Journal, 3(10), 1. Retrieved from http://iteslj.org/Articles/McGlothlin-ChildLearn.html
Nakhallah, A. M. (2011). Difficulties and problems facing english students at QOU in the translation process from English to Arabic and their solutions. Retrieved from Al-Quds Open University website: http://www.qou.edu/english/conferences/firstNationalConference/pdfFiles/ahmadMaher.pdf
Wyer, K. (2008). English only policies in schools found to fail. Retrieved from http://sudikoff.gseis.ucla.edu/archive/pdfs/language/PR_Gandara_ForbiddenLanguage.pdf
Artiles, A. J., & Ortiz, A. A. (2002). English learners and special education: before asssessing a child for special education, first assess the instructional program. Retrieved from Center for Applied Linguistics website: http://www.misd.net/Bilingual/ellsandspedcal.pdf
Center on the Social and Emotional Foundations for Early Learning (2007). Understanding the impact of language differences on classroom behavior. Retrieved from Child Care and Head Start Bureau website: http://csefel.vanderbilt.edu/kits/wwbtk2.pdf
Charles, P. (2011). Factors influencing middle school teachers when referring English language learners to special education. Retrieved from http://www.udini.proquest.com/view/factors-influencing-middle-school-pqid:2249261181/
Detscher, G. (2010, August 6). Does your language shape how you think? New York Times, MM42. Retrieved from http://www.nytimes.com/2010/08/29/magazine/29language-t.html?pagewanted=all&_r=0)
Dictionary.com (n.d.). capital, Spanish Words. Retrieved from http://spanish.dictionary.com/wordoftheday/capital
Flores-Moreno, C. (2007). Mexico non-formal education (2008/ED/EFA/MRTPI/31). Retrieved from United Nations Educational, Scientific, and Cultural Organization website: http://unesdoc.unesco.org/images/0015/001555/155522e.pdf
Harmon, S. (2007). Gender in the romance language: an evolutionary approach. Retrieved from http://repositories.lib.utexas.edu/bitstream/handle/2152/3435/harmons89381.pdf?sequence=2
McGlothlin, J. (1997). A child's first steps in language learning. Teachers of Englidh as a Second Language Journal, 3(10), 1. Retrieved from http://iteslj.org/Articles/McGlothlin-ChildLearn.html
Nakhallah, A. M. (2011). Difficulties and problems facing english students at QOU in the translation process from English to Arabic and their solutions. Retrieved from Al-Quds Open University website: http://www.qou.edu/english/conferences/firstNationalConference/pdfFiles/ahmadMaher.pdf
Wyer, K. (2008). English only policies in schools found to fail. Retrieved from http://sudikoff.gseis.ucla.edu/archive/pdfs/language/PR_Gandara_ForbiddenLanguage.pdf