Enrique G. Murillo, Jr., Ph.D California State University, San Bernardino

1. 6TH Annual Let’s Talk R.A.C.E. Conference: Language, Culture and Education February 26, 2005 Carolina Center for Educational Excellence at Smith Middle School, Chapel Hill, NC Enrique G. Murillo, Jr., Ph.D California State University, San Bernardino

2. 6TH Annual Let’s Talk R.A.C.E. Conference: Language, Culture and Education February 26, 2005 Carolina Center for Educational Excellence at Smith Middle School, Chapel Hill, NC Enrique G. Murillo, Jr., Ph.D California State University, San Bernardino WHO AM I? Chicano/Indigena Bilingual/BiCultural/Biliterate Parent Former School Teacher (LAUSD) Community Organizer Researcher/Ethnographer Consultant (LACOE Professional Expert) Teacher-Educator (CSUSB) Editor (Journal of Latinos and Education)

3. "Invest in Pesos now, to be cashed in Dollars later": pedagogical foundations for English Language Learners =

4. SOME KEY STARTING POINTS OF GENERAL AWARENESS: • 1. In January 2003, Latinos were recognized, numerically, as the largest minority group in the U.S. • 2. As of 1998, Latino children, numerically, have already become the largest minority student demographic in U.S. public schools

5. SOME KEY STARTING POINTS OF GENERAL AWARENESS: • 3. Latino students, in general are the most under-educated major segment of the U.S. population, and are more than twice as likely to be undereducated than all groups combined

6. SOME KEY STARTING POINTS OF GENERAL AWARENESS: • 4. Latino students in particular, have the highest dropout (“pushout”) rate, score among the lowest on achievement tests, and have low college enrollment rates

7. SOME KEY STARTING POINTS OF GENERAL AWARENESS: • 5. NC. has the fastest growing Mexican population in the nation, and is the third-fastest growing state in terms of its Latino population (a 394 percent increase during the past ten years)

8. SOME KEY STARTING POINTS OF GENERAL AWARENESS: • 6. N.C. has the highest percentage of teen Latinos who have quit school or bypassed it altogether – more than any other state in the nation

9. SOME KEY STARTING POINTS OF GENERAL AWARENESS: • 7. Nearly 47 percent of N.C. Latinos between ages 16 and 19 are not enrolled in school and lack a high school diploma

10. What is the “real problem?” Language ???Cultural ??? Social ??? Motivational ???Parents ??? The students ???The Schools ??? The Teachers ??? What “problem(s)" are we REALLY talking about ???

11. We can’t say with absolute certainty what are the causes of the Latino Achievement Gap! • But we know some likely contributors, from the research literature • Note: NOT everything is a function of the “Language Gap”

12. LATINO STUDENTS ATTEND SCHOOLS: • with fewer resources, staffing and programs • with a high mobility rate of both students and teachers • that are located in communities with high poverty rates • that are racially segregated (with academically segregated tracks) • with less-qualified teachers • with more and harsher discipline • with lowered expectations for student achievement, and • with mismatches between school and home culture

13. What areas of children’s lives do we have any direct influence over? : Home Societal Economic Moral/Ethical Motivational Curricular / Instructional Cognitive Affective Mind/Heart HOW CAN WE TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME???

14. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME IN THE NC CONTEXT, WE NEED TO: • Learn about the cultural histories, traits, backgrounds and diversity of and among Latinos

15. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME IN THE NC CONTEXT, WE NEED TO: • Build teacher training programs that include a strong student-home culture component so teachers are not only sympathetic and sensitive to a different culture but also appreciative of students' backgrounds and willing to structure the school experience to be compatible with students

16. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME IN THE NC CONTEXT, WE NEED TO: • Create qualified teachers that have specialized knowledge and skills in language acquisition, biliteracy, and cross-cultural learning

17. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME IN THE NC CONTEXT, WE NEED TO: • Research the local community and its “social reception,” and the impact of this on the effectiveness of schools and the learning of children in classrooms

18. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME IN THE NC CONTEXT, WE NEED TO: • Combat the deficit views of Latino students and parents; and understand that the incorporation of students' language, culture, and experiential knowledge should not conflict with teachers' responsibility for providing students with particular academic content knowledge and learning skills; and

19. AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES BETWEEN SCHOOL AND HOME IN THE NC CONTEXT, WE NEED TO: • Create meaningful and trusting relationships with Latino parents and extended family

20. * special linguistic circumstances of relevance to CLD students – issues of dialect bilingualism, and second-language acquisition CLD = Culturally and Linguistically Diverse

21. * special linguistic circumstances of relevance to CLD students – issues of dialect bilingualism, and second-language acquisition CLD = Culturally and Linguistically Diverse

22. Spanish-Dominant Range of CURRICULAR AND INSTRUCTIONAL Programs (used with ELLs) Bilingual Education(Use of L1 & L2 for Instruction) English as a Second Language (ESL) (Formal Instruction in the English Language) Compensatory/Remedial Education, Title I (To Remediate “Deficiencies”) Sheltered English Immersion (SEI) (e.g. CA’s Proposition 227, English-Only)

23. SUBTRACTIVE • Leaves local knowledge and language at the schoolhouse door • Causes accelerated language erosion and loss • Replaces primary language and culture with the English language and culture • CLD students fail to attain academic competence in English while at the same time losing knowledge of their primary languages and cultures • Primary culture carries low social status and can negatively influence the overall development and personality of the student ADDITIVE • Creates the conditions for students to succeed in their schoolwork • Teaches English language and culture in addition to the native language and culture • CLD students acquire their second language without any loss of their primary language • Maintains the first language and adds the second, but also values and enhances both cultures • Students who continue to develop cognitively in their primary language and develop age-appropriate proficiency in both first and second language can outscore monolinguals on school tests • Bilingualism and Biculturalism carry high social status and positively affect the child's total development SUBTRACTIVE VS. ADDITIVE Theoretical Framework * Implementation and Assessment of Programs

24. Spanish-Dominant What is the relationship of L1 to L2 in the education of CLD students? • L1 = first language • L2 = second language

25. SUP

26. Spanish English By Dr. Jim Cummins The "Dual Iceberg" Representation of Bilingual Proficiency (one bank of knowledge) CUP

28. Spanish English Academic Spanish = Academic English Conversational English ≠ Academic English CUP

29. * special linguistic circumstances of relevance to CLD students – issues of dialect bilingualism, and second-language acquisition CLD = Culturally and Linguistically Diverse

30. English-Dominant What is Chicano English? • A dynamic variety of English spoken on a scale/continuum of English/Spanish, ranging from bilingual/biliterate to monolingual English

31. English-Dominant What is Chicano English? • A form of spoken English that is considered out of the mainstream (“non-standard”); yet the Chicano speakers themselves are often considered of even “classified” as native-English speakers

32. English-Dominant What is Chicano English? • Scholarship and discussion are extremely limited! Most of what has been theorized and researched has been about the social, cultural and linguistic factors in second language acquisition (Fought, 1999 and Santa Ana, 1996)

33. English-Dominant What is Chicano English? • While ebonics is often described as a “separate” language with rules that govern its use, the same argument has not been made about this language form

34. English-Dominant What is Chicano English? • Initial analysis (by Castañeda and Ulanoff, 2004) suggests that English is spoken in ways that mirror the language structure of Spanish. The suggestion being that English is learned from native-Spanish speakers (the language structure is what’s transferred)

35. Spanish English In the absence of Spanish CALP and most often English CALP, the speaker of Chicano English borrows BICS, into their limited repertoire of English CUP

36. CONCLUSIONS We bother to teach children to read in Spanish, though the obvious need may be to learn English, because learning theories demonstrate that it isn't conversational English(BICS) that leads to Academic English(CALP) but rather Academic Spanish(CALP) that leads to Academic English(CALP). The best means to an academic road for an English Language Learner (ELL) is the students' native language.

37. CONCLUSIONS Contrary to the false 2 balloon theory, a student learning his or her native language isn't just learning that language but all the literacy and academic skills that go with it. These skills can transfer over to English, where studies prove that students achieve higher test scores and parents can continue later to reinforce the primary language.

38. CONCLUSIONS Students hold only one book of knowledge or common underlying proficiency(CUP), to where if we combine comprehensible input(CI) in English with academic Spanish(CALP), the Spanish literacy merges with English literacy. In end, Comprehensible English Input + Native Language Academic Instruction- Best Suits the English Language Learner

39. CONCLUSIONS Symbolically, if we invest money in pesos now, they can be cashed in dollars later. = El Fin - Gracias