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Descriptors:
Culture; Foreign Countries; Haitian Creole; Haitians; Inquiry; Persuasive Discourse; Science Education; Speech Communication

Abstract:
Critiques the claim that Haitian children cannot actively engage in science classroom by examining the cultural practice of "bay odyans," a form of discourse similar to scientific argumentation. Offers examples of Haitian students recreating bay odyans in science classrooms and suggests that these students have a cultural experience that predisposes them to scientific inquiry. (Contains 33 references.) (Author/SK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Chinese; Cultural Differences; Ethnic Groups; German; Greek; Haitian Creole; Hebrew; Immigrants; Irish; Italian; Multilingualism; Spanish; Uncommonly Taught Languages; Urban Areas; Yiddish

Abstract:
This collection of papers tells the story of how languages other than English have contributed to making New York City a culturally vibrant and linguistically diverse city. Part 1, "Introduction to the Multilingual Apple," features "New York's Multilingualism: World Languages and Their Role in a U.S. City" (Ofelia Garcia). Part 2, "The Language of Early Arrivals: Still Encountered," features "Irish in Nineteenth Century New York" (Kenneth E. Nilsen); "German in New York" (John R. Costello); and "Yiddish in New York" (Hannah Kliger and Rakhmiel Peltz). Part 3, "The Languages with Vitality in the Past and the Present," includes "Italian in New York" (Hermann W. Haller); "Greek in New York (Chrysie M. Costantakos and John N. Spiridakis); Spanish in New York" (Ana Celia Zentalla); and "Hebrew in New York" (Alvin I. Schiff). Part 4, "The Languages with the Newest Sounds and of Newest Faces," includes "Chinese in New York" (Shiwen Pan); "The Languages of India in New York" (Kamal K. Sridhar); "Haitian Creole in New York" (Carole M. Nerotte Joseph); and "English Caribbean Creole in New York" (Lise Winer and Lona Jack). Part 5, "Concluding Observations to the Multilingual Apple," offers "Do Ethnics Have Culture? And What's So Special about New York Anyway?" (Joshua A. Fishman). (Individual papers contain references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Chinese; Elementary School Students; English (Second Language); Haitian Creole; Intermediate Grades; Limited English Speaking; Mathematics Achievement; National Competency Tests; Science Achievement; Second Language Learning; Spanish Speaking; Test Bias; Test Items

Abstract:
This sampler of student responses to mathematics and science items was assembled to show how student responses differ depending on whether students are tested in English or in their native languages. The sampler aims to promote awareness among teachers and assessment developers that low language proficiency in English is a factor that can penalize the scores of English learners in science and mathematics assessment. The document consists of 5 parts. Part 1 describes the approach used to develop the sampler. Part 2 presents a summary discussion of the quantitative and qualitative analyses showing the degree of concurrence in teacher ratings of students responses within the same language and across languages. Part 3 discusses the implications of the results and offers recommendations, and part 4 presents suggested exercises designed to promote the use of the sampler as a professional development tool. Part 5 shows the student work samples. A total of 124 students and 8 teachers participated in this project. Four open-ended science items and 3 open-ended mathematics items from the National Assessment of Educational Progress were selected, and 3 native languages, Spanish, Chinese, and Haitian-Creole, are represented. Five appendixes discuss the scales used, scoring rubrics, data analyses, and sampler development. (Contains 19 references.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Failure; Black Dialects; Court Litigation; Elementary Secondary Education; Haitian Creole; Haitians; Language of Instruction; Language Role; Language Variation; Multicultural Education; Power Structure; Sociolinguistics; Standard Spoken Usage; Student Needs

Abstract:
Focuses on the issue of Black native languages in the educational system in the context of curricular reforms emanating from the multicultural education movement. Examines how multicultural education has dealt with the needs and concerns of African Americans and Haitians. Looks at well-publicized African American and Haitian educational events in the United States. (Author/VWL)

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Descriptors:
Adult Education; Adult Literacy; Albanian; Arabic; Bengali; Cambodian; Chinese; English (Second Language); French; Haitian Creole; Hebrew; Hindi; Italian; Japanese; Korean; Lao; Literacy; Pashto; Persian; Polish; Portuguese; Punjabi; Russian; Second Language Instruction; Second Language Learning; Serbocroatian; Spanish; Student Evaluation; Tagalog; Teaching Methods; Ukrainian; Uncommonly Taught Languages; Urdu; Vietnamese; Worksheets

Abstract:
The purpose the Native Language Literacy Screening Device (NLLSD) is to give English for Speakers of Other Languages (ESOL) practitioners a sense of the native language literacy levels of learners coming into their programs. This is worth knowing because when learners have had limited schooling in their first language instructional strategies used in an ESOL class must be tailored to meet the needs of those learners. The NLLSD contains twenty-seven language versions of the screening device and an administrative protocol. The protocol offers a series of suggestions for using the tool and interpreting its results. The screening device is written in the following languages: (1) English; (2) Albanian; (3) Arabic; (4) Benfali; (5) Chinese; (6) Croatian; (7) Farsi; (8) French; (9) Haitian Creole; (10) Hebrew; (11) Hindi; (12) Italian; (13) Japanese; (14) Khmer; (15) Korean; (16) Lao; (17) Pashto; (18) Polish; (19) Portuguese; (20) Punjabi; (21) Russian; (22) Spanish; (23) Tagalog; (24) Tigrinya; (25) Ukrainian; (26) Urdu; and (27) Vietnamese. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Counselors; Ethnicity; Haitian Creole; Haitians; High School Students; High Schools; Intervention; Prevention; Psychoeducational Methods; Sex Differences; Student Development; Urban Culture

Abstract:
Describes the effect of a preventive psychoeducational counselor intervention on the ethnic-identity development of urban Haitian adolescents. Significant differences were found across genders. Boys scored significantly higher than girls on the Multigroup Ethnic Identity Measure. Provides recommendations regarding school as a frontier for the enhancement of healthy minority adolescent development. (MKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Affixes; African Languages; Cognitive Processes; Comparative Analysis; Contrastive Linguistics; Creoles; Determiners (Languages); Diachronic Linguistics; French; Grammar; Haitian Creole; Language Patterns; Language Processing; Language Research; Linguistic Theory; Nouns; Pronouns; Syntax; Tenses (Grammar); Uncommonly Taught Languages; Verbs

Abstract:
The research reported here focuses on the cognitive processes involved in creole genesis: relexification; reanalysis; dialect levelling; and parameter setting. The role of these processes in creole genesis is documented in a detailed comparison of Haitian Creole with two of its major source languages: French, its main lexifier language, and Fongbe, one of its West African substratum languages. Chapter topics include: the complex process of creole genesis and linguistic theory; cognitive processes involved in creole genesis; background and methodology of the current study; functional category lexical entries involved in nominal structure; the preverbal markers encoding relative tense, mood, and aspect; pronouns; functional category lexical entries involved in the structure of the clause; the determiner and the structure of the clause; the syntactic properties of verbs; relexification of derivational affixes; concatenation of words into compounds; parameters; an evaluation of the hypothesis; and theoretical consequences. Appended materials include a list of available Haitian Creole texts from 1776-1936, notes on phonemic inventories and orthographic conventions, and a sample of non-matching derived words in Haitian and French. A list of abbreviations and indexes of authors, language/language families, and subjects are also included. (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Bilingual Education; Creoles; Elementary Secondary Education; Ethnic Groups; Foreign Countries; Haitian Creole; Immigrants; Language Attitudes; Language Planning; Learning Strategies; Native Language Instruction; Resource Allocation; Teacher Effectiveness

Abstract:
Examines the issue of meaningful education for Creole-speaking students, particularly Haitians, in the context of U.S. bilingual programs. The discussion focuses on the home language, Creole, as it is used in the school system and what the value is attached to it in an attempt to provide these students with effective instruction. (41 references) (Author/CK)

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Descriptors:
Adjectives; Biblical Literature; Braille; Contrastive Linguistics; Discourse Analysis; English; Error Correction; Foreign Countries; French; Grammar; Haitian Creole; Interviews; Journalism; Language Aptitude; Language Patterns; Language Role; Language Tests; Language Usage; Language Variation; Linguistic Borrowing; Linguistic Theory; Machine Translation; Mass Media; Mnemonics; Reading Instruction; Regional Dialects; Second Language Instruction; Second Language Learning; Semantics; Sociocultural Patterns; Spanish; Speech Synthesizers; Structural Analysis (Linguistics); Suprasegmentals; Syntax; Uncommonly Taught Languages; Verbs; Vocabulary Development

Abstract:
English translations of articles in French in this issue include these: "Discourse Reported in the Print Media"; "Comparison of Register in Quebec and French Speakers"; "Method of Description of Specialized Verbs in View of Machine Translation Applications"; "Dialectal Areas in the Brazilian State of Rio Grande do Sul"; "Effect of the Principle of Obligatory Contour on Syntax: Clitic Movement in French"; "Phonetic and Morphological Aspects of Apocope in Contemporary French"; "Learner Types and the Modern Language Aptitude Test": "'Importations': The Behavior of English Segments, Syllables and Accentual Patterns in Mexican Spanish"; "Mnemonic Techniques for Second or Foreign Language Vocabulary Teaching/Learning"; "Analysis and Revision of the French Braille Abbreviation System";"Linguistic Traces of Socioeconomic Exchanges in a Dialect Survey of Galician"; "Perception of Differences in Intrinsic Intensity"; "Identity and Semantic Variation of the Verb 'Regarder' in Contemporary French"; "Semantic Factors in Biblical Translation"; "The Notional Framework and Theme in Semi-Directed Interviews"; "Analysis of Laughter in Spontaneous Discourse"; "Nominal Anaphorics: From Variation to System"; "Language and Work: The Study of Language Practices Essential to Task Analysis"; "Polysemy and Enunciative Operations"; "Paraphrases and Adaptations of Borrowings"; "Incidence of Flutter and the Quality of Artificial Speech"; "Preliminary Verification of results generated by Termplus with a Portuguese Language Written Text"; Modality in Discourse: A Prosodic Analysis"; "The Role of Instructional Context on Second Language Reading"; In Search of 60 CS: From Syllabic Rhythm to Accentual Rhythm"; "Correction of the English 'R' Phoneme in the French Speaker"; "Contribution to the Study of Haitian Creole Adjectives"; and "The Historical Path of the 'Coureur de Bois'". (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Bilingual Education; Class Activities; Elementary Education; English (Second Language); Environmental Education; Games; Haitian Creole; Haitians; Interdisciplinary Approach; Learning Modules; Mathematics Instruction; Multiple Intelligences; Science Instruction; Second Language Instruction; Special Education; Thematic Approach

Abstract:
The materials consist of five mathematics and five science lessons for Haitian bilingual students in general and special education in grades 4-8. A thematic/interdisciplinary approach was used in designing the lesson, incorporating theory of multiple intelligences, Bloom's taxonomy of educational objectives, and other learning theories. The lessons are based on two major themes: games Haitian children play, and the environment. A science lesson and a mathematics lesson are presented for each grade level. In each lesson, the basic text, all exercises, and a glossary are in Haitian Creole and a linguistic summary in English is provided for the teacher, suggesting sample student interactions and teacher-guided responses for each of three levels (beginning, intermediate, advanced). (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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