LINGUISTIC / CULTURAL BACKGROUNDS

Linguistic / Cultural Backgrounds

Chapter 1: Introduction

The basis of this assignment is to explore the differences / similarities in the school experiences of pupils from different linguistic / cultural backgrounds; and the attempt that has been made to integrate these immigrant children into schools

Two research questions guided the preparation for my project:

What are the differences and similarities in the school experience of two pupils from different linguistic/cultural backgrounds?

What supports are available for these pupils to settle in school?

The first statement enabled me to know how pupils from different linguistic / cultural backgrounds match or differ in terms of their coping mechanisms. The second enabled me to find out if their experience is affected by the lack of support from the school provided to them.

In culturally diverse and immigrant receiving societies, immigrant youth can be subject to prejudice and discrimination. Prejudice and discrimination in post migration context can impact on cultural identity of immigrant youth. Such experience can also shape the settlement, integration and sense of belonging of newcomer youth. Different immigrant groups can experience varying degrees of prejudice and discrimination in their settlement which are often influenced by broader historical and contextual factors that can ultimately influence their cultural identity and acculturation process (Jasinskaja-Lahti et al. 2003; Phinney et al. 2001, 2006). Adolescent attitudes towards the larger society can range in strength from a positive sense of belonging to feelings of exclusion (Phinney, 1997).

Foertsch (1998) describes children's cultural backgrounds as an important factor that influences how children learn to read:

“The match between cultural expectations for literacy and school expectations for literacy is crucial to the successful acquisition of reading” (Foertsch, 1998: 54)

Children's experiences with literacy vary from culture to culture. In some cultures, for example, storytelling is highly valued over the use of print materials (Morrow, 1996). Research indicates that the types and forms of literacy practiced in some families--especially low-income, ethnic and cultural minority, and immigrant families are largely incongruent with the literacy encountered in school (Heath, 1983; and Taylor, 1988). This research identifies families as literate in ways defined by their culture and community. It also challenges assumptions about uniform definitions of literacy as well as about the concern of parents for their children's education (Chavkin, 1989; and Snow, 1991).

Because oral language provides the foundation for written language acquisition, a mismatch between cultural expectations and school expectations for literacy can cause a lack of success for children learning to read in school. Supporting positive connections between the home culture and school is crucial. (Erickson, 1982 describe the importance of)Taylor and Dorsey-Gaines' (1988) study of six inner-city families showed a great number and variety of early literacy experiences displayed within their everyday lives, but a mismatch between school expectations and the cultural expectations and interpretations of the family. Although rich reading and writing experiences were available to the children in their homes, school provided mainly workbook and drill-oriented experiences. This study points out the danger in global generalizations about the literacy needs of cultural and ethnic minority ...