Egbert / Joy / Ernst?Slavit Views from Inside

1. Auflage 2017
ISBN: 978-1-64113-021-9
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 513 Seiten

The goal of this text is to help teachers in diverse classrooms understand the importance of students’ culture, languages, and schooling experiences to curriculum, assessment, and student achievement. Readers will learn about aspects of specific cultures and languages that are important to their understanding of their students, and they will discover that cultures that are often considered similar may not be so (and why they aren't). Finally, the text focuses on how teachers can integrate languages and cultures into classrooms and how to account for students' backgrounds and funds of knowledge when devising tasks.

The text starts with an introduction to language and culture that presents a research?based explanation of why these concepts are important for teachers to understand (Chapter 1). Then, the middle 28 chapters each address one country/culture. Each chapter starts with a school scenario in the US. Part 2 of each chapter includes evidence?based demographic and background data on the country, including historical events that may have an impact on our students and their families. Part 3 includes a look at education, schooling, and culture, including famous people, contributions to the world, personal characteristics, important religious information, focal customs, and other aspects that are important to cultural insiders. Part 4 is about language and literacy traditions and how they relate to the culture, a number of words that teachers can learn (e.g., yes, no, thank you, please, hello), how the language is different from and similar to English, and what those differences and similarities might mean for English language learners from that culture. Part 5 comprises advice, resources, and ideas for teachers (for example, if it is an oral culture, the teacher might consider working with students on oral storytelling before transitioning to written stories, or incorporate both using technology). Each chapter also contains recommended readings and resources and short exercises that extend the chapter information. The final chapter presents parting notes for teachers and additional suggestions for addressing diversity.

Autoren/Hrsg.

Egbert, Joy

Egbert,

Joy,

Ernst?Slavit,

Gisela,

Inhaltsverzeichnis

1;Front Cover;1
2;Views From Inside;2
3;Languages, Cultures, and Schooling for K–12 Educators;2
3.1;A Volume in Literacy, Language, and Learning;2
3.2;Series Editor:;2
3.3;Wen Ma, Le Moyne College;2
4;CONTENTS;8
4.1;SECTION 1: INTRODUCTION TO CULTURE AND LANGUAGE;8
4.1.1;1. Understanding Culture and Language in Education;8
4.2;SECTION 2: ARAB AND PERSIAN REGION;8
4.2.1;2. The Gulf Region;8
4.2.2;3. Middle East;8
4.2.3;4. Islamic Republic of Iran/Persia;8
4.3;SECTION 3: NORTH/CENTRAL AMERICAN REGION;8
4.3.1;5. Mexico;8
4.3.2;6. Puerto Rico;8
4.3.3;7. Nicaragua;8
4.4;SECTION 4: SOUTH AMERICAN REGION;9
4.4.1;8. Argentina;9
4.4.2;9. Brazil;9
4.4.3;10. Peru: A Nation of Contrasts, Diversity, and Complexity;9
4.5;SECTION 5: SOUTHEAST ASIAN REGION;9
4.5.1;11. Vietnam;9
4.5.2;12. India;9
4.5.3;13. Bangladesh;9
4.5.4;14. Pakistan;9
4.5.5;15. Philippines: Being Filipino;9
4.6;SECTION 6: ASIAN REGION;9
4.6.1;16. China;9
4.6.2;17. Taiwan for Teachers;9
4.6.3;18. Japan;9
4.6.4;19. Korea;9
4.7;SECTION 7: AFRICAN REGION;9
4.7.1;20. North Africa;9
4.7.2;21. Nigeria;9
4.7.3;22. The Democratic Republic of the Congo: A Case for Hope;10
4.7.4;23. English Language, Literacy, and Culture: The Case of Angola;10
4.8;SECTION 8: EUROPEAN REGION;10
4.8.1;24. A Glimpse Into Russia History, Culture, and Language;10
4.8.2;25. Ukraine;10
4.8.3;26. Poland;10
4.9;SECTION 9: UNITED STATES;10
4.9.1;27. Culture, Language, and Schooling in the United States;10
4.10;Literacy, Language, and Learning;3
4.11;Views From Inside;6
4.12;Languages, Cultures, and Schooling for K–12 Educators;6
4.12.1;Edited by;6
4.12.2;Joy Egbert and Gisela Ernst-Slavit Washington State University;6
4.12.2.1;Information Age Publishing, Inc.;6
4.12.2.2;Charlotte, North Carolina • www.infoagepub.com;6
4.12.2.3;Dedications;12
4.12.2.4;Acknowledgments;12
4.12.2.5;Preface;14
4.12.2.5.1;Joy Egbert;14
4.12.2.5.2;Washington State University;14
4.12.3;Table P.1. Some IPA Symbols and Sounds;16
4.13;SECTION 1;18
4.13.1;INTRODUCTION TO CULTURE AND LANGUAGE;18
4.14;CHAPTER 1;20
4.14.1;Understanding Culture and Language in Education;20
4.14.1.1;Gisela Ernst-Slavit;20
4.14.1.2;Washington State University Vancouver;20
4.14.1.3;What Is Culture?;20
4.14.1.4;How Do Classrooms Reflect Culture?;22
4.14.1.5;Language as a Mirror of Culture;25
4.14.1.6;Linguistic Diversity in the U.S.;26
4.14.2;Table 1.2. Most Commonly Spoken Home Languages Other Than English in the United States;26
4.14.2.1;Why Culture and Language Are Important for Teachers to Know About;28
4.14.2.1.1;Cultural Competence;29
4.14.2.1.2;Equal or Equitable?;29
4.14.2.2;Promising Approaches and Pedagogical Practices That Affirm Cultural Diversity;30
4.14.2.2.1;Multicultural Education;31
4.14.2.2.2;Culturally Responsive Teaching;32
4.14.2.2.3;The Funds of Knowledge Approach;33
4.14.2.3;Useful Terminology;34
4.14.2.3.1;Acculturation;34
4.14.2.3.1.1;Cultural Assimilation;34
4.14.2.3.2;Cultural Determinism;34
4.14.2.3.3;Cultural Pluralism;35
4.14.2.3.4;Cultural Relativism;35
4.14.2.3.5;Culture Shock;35
4.14.2.3.6;Cultural Universals;36
4.14.2.3.7;Ethnicity;36
4.14.2.3.8;Ethnocentrism;36
4.14.2.3.9;Hidden Curriculum;37
4.14.2.3.10;Hybridity;37
4.14.2.3.10.1;School Culture;38
4.14.2.3.10.2;Syncretism;38
4.14.2.3.10.3;Transculturality;38
4.14.2.4;Conclusions;38
4.14.2.5;Additional Resources;39
4.14.2.6;Tasks for Educators;40
4.14.2.6.1;1. Work with your peers to add to the list of important terminology presented in this chapter. You may want to start a personal dictionary to help you remember specific terms—this could include pictures, text, graphics, or other supports.;40
4.14.2.6.2;2. Have you ever experienced any of the topics or issues discussed in this chapter? Write or draw an anecdote that you would be willing to share with peers.;40
4.14.2.6.3;3. Think about the culture of one of your communities—can you describe it? What about other communities that you belong to? Do the cultures of any of them conflict? In what ways?;40
4.14.2.7;References;40
4.14.3;Table 1.1. Characteristics of Culture;23
4.14.4;Table 1.1. (Continued);24
4.14.5;SECTION 2;42
4.14.5.1;ARAB AND PERSIAN REGION;42
4.15;CHAPTER 2;44
4.15.1;The Gulf Region;44
4.15.1.1;Abir El Shaban;44
4.15.1.2;Washington State University;44
4.15.1.3;Rana Raddawi;44
4.15.1.4;American University of Sharjah, United Arab Emirates;44
4.15.1.5;Jacqueline Tanner;44
4.15.1.6;University of Siegen in Germany;44
4.15.1.7;Background;45
4.15.1.7.1;The Kingdom of Saudi Arabia (KSA);45
4.15.1.7.2;The United Arab Emirates;46
4.15.1.7.3;Kuwait;46
4.15.1.7.4;The Kingdom of Bahrain;46
4.15.1.7.5;Qatar;47
4.15.1.7.6;The Sultanate of Oman;47
4.15.1.8;Culture, Language, Islam, and the GCC;47
4.15.1.8.1;Islam;48
4.15.1.8.2;Social Relations;48
4.15.1.8.3;The Arab Gulf Traditional Customs;49
4.15.1.8.3.1;Figure 2. 1. Example of men’s traditional Khaliji dress.;49
4.15.1.8.3.2;Figure 2. 2. Example of men’s traditional Khaliji dress.;50
4.15.1.8.4;Traditional Food;50
4.15.1.8.5;Music;51
4.15.1.9;Arabic Language;51
4.15.1.10;Education and Schooling in the Gulf Region;53
4.15.1.10.1;Expectations of Educators in the GCC;54
4.15.1.11;Ideas for Educators;56
4.15.1.11.1;Other Points for Educators to Consider;57
4.15.1.12;Conclusions;58
4.15.1.13;Additional Resources;59
4.15.1.14;Tasks for Educators;59
4.15.1.14.1;1. We, the foreigners, are afraid to participate in class because we feel we are less advantaged than American students.” Do you agree or disagree with this student’s opinion? What would you do to encourage your students to feel safer and have a ...;59
4.15.1.14.2;2. To what extent might the cultural differences between Americans and GCC students affect the learning environment for Arab learners?;59
4.15.1.14.3;3. Consider whether you have experienced any of the cultural issues presented at the start of this chapter that affected Mohammed and Hanof. Share some ideas for how to address these issues with your peers.;59
4.15.1.14.4;4. What are the elements that you like most about the GCC culture? Do you have a similar tie or cultural regulator in your culture?;59
4.15.1.14.5;5. Using a Venn diagram, list the differences and the similarities between your culture and the GCC.;59
4.15.1.14.6;6. Work with a partner and try to recall as many Arabic words and phrases as possible.;59
4.15.1.15;References;59
4.16;CHAPTER 3;62
4.16.1;The Middle East;62
4.16.1.1;Raed Alsawaier;62
4.16.1.2;Washington State University;62
4.16.1.3;Background;62
4.16.1.4;Demographics and Geography;63
4.16.1.5;Middle Eastern Cultures and History;64
4.16.1.5.1;Religion;64
4.16.1.5.2;Egypt;64
4.16.1.5.3;Lebanon;64
4.16.1.5.4;Jordan;64
4.16.1.5.5;Syria;65
4.16.1.5.5.1;Literacy and Reading;65
4.16.1.5.5.2;The Schooling System;66
4.16.1.5.5.3;Morals and Folkways;66
4.16.1.6;Language;67
4.16.2;Table 3.1. Arabic Vowels With English Pronunciations;68
4.16.3;Table 3.2. English Vowels Not Used in Arabic;68
4.16.4;Table 3.3. English Consonants Not Used in Arabic Language;68
4.16.4.1;Ideas for Educators;69
4.16.4.1.1;Pedagogy;69
4.16.4.1.2;Relevant Learning Content;69
4.16.4.1.3;Establishing Connections;70
4.16.4.1.4;Culturally Sensitive Topics;70
4.16.4.2;Conclusions;71
4.16.4.3;Additional Resources;72
4.16.4.4;Tasks for Teachers;72
4.16.4.4.1;1. What does the literature say about first language support for second language learning? How would you respond if you see some of your students consulting an Arabic-English dictionary to help them do an activity or understand instruction?;72
4.16.4.4.2;2. Teachers often send books home with students to read with the help of the parents; however, some students of Middle Eastern descent may not complete the assignment. Why do you think some students of Arab descent fail to do the assigned readings?;72
4.16.4.4.3;3. Give your students of Middle Eastern descent some stories from Arab culture translated into English. If you do not have any in your classroom, you can always refer them to websites where Arab stories translated into English are available. Ask your...;72
4.16.4.5;References;73
4.16.5;Table 3.4. Common Arabic Phrases;71
4.17;CHAPTER 4;76
4.17.1;Islamic Republic of Iran/Persia;76
4.17.1.1;Seyed Abdollah Shahrokni;76
4.17.1.2;Washington State University;76
4.17.1.3;Background;76
4.17.1.3.1;Geography;77
4.17.1.3.2;Ethnicity;77
4.17.1.3.3;Religion;77
4.17.1.3.4;Flag;78
4.17.1.3.5;History;78
4.17.1.4;Culture;79
4.17.1.4.1;National Traditions;79
4.17.1.4.2;Yalda Night;80
4.17.1.4.3;Nowruz;80
4.17.1.4.4;Muharram;81
4.17.1.4.4.1;Literature;81
4.17.1.4.4.2;Science and Technology;82
4.17.1.4.4.3;Arts;82
4.17.1.5;Education;83
4.17.1.5.1;Elementary Education;83
4.17.1.5.2;Secondary Education;83
4.17.1.6;Language;84
4.17.1.6.1;Persian Alphabet;84
4.17.1.7;A Feel for Iran;85
4.17.1.7.1;Hospitality;85
4.17.1.7.2;Ta’arof (Politeness);85
4.17.1.7.3;Family;86
4.17.1.7.4;Respect for Parents and Elders;86
4.17.1.7.4.1;Islamic Regulations;86
4.17.1.7.4.2;Socialization;86
4.17.1.7.4.3;Learning Skills to Achieve Individual Success;87
4.17.1.7.4.4;Living in the United States;87
4.17.1.8;Ideas for Educators;88
4.17.1.9;Conclusions;88
4.17.1.10;Acknowledgments;88
4.17.1.11;Additional Resources;89
4.17.1.12;References;89
4.17.2;Section 3;92
4.17.2.1;NORTH/CENTRAL AMERICAN REGION;92
4.18;CHAPTER 5;94
4.18.1;México;94
4.18.1.1;María Isabel Morales;94
4.18.1.2;The Evergreen State College;94
4.18.1.3;Brenda L. Barrio;94
4.18.1.4;Washington State University;94
4.18.1.5;Background;95
4.18.1.6;Identity and TERMINOLOGY;96
4.18.1.6.1;Brief History of Mexico;98
4.18.1.6.1.1;Figure 5. 1. Paquime archaeological zone, Casas Grandes, Chihuahua.;98
4.18.1.6.2;Mexican American History;99
4.18.1.7;Culture;101
4.18.1.7.1;People;101
4.18.1.7.2;Indigenous Peoples;102
4.18.1.7.3;Race and Ethnicity as Discussion Topic;102
4.18.1.7.4;Family Structure;102
4.18.1.7.5;Identity;103
4.18.1.7.5.1;States and Regions;103
4.18.1.7.5.2;Educational Systems and Practices;103
4.18.1.7.5.3;Traditions and Customs;104
4.18.1.7.5.3.1;Figure 5. 2. Rich local spices.;105
4.18.1.7.6;Values;105
4.18.1.7.7;Unacceptable Behaviors in Mexico;106
4.18.1.7.8;Impact of Religion on Culture;106
4.18.1.7.8.1;Important Days and Holidays;107
4.18.1.8;Languages and Literacies;108
4.18.1.8.1;Characteristics of the Spanish Language;108
4.18.2;Table 5.1. Spanish (Mexico) Alphabet With English Letter Names;109
4.18.2.1;Ideas for Educators;109
4.18.2.1.1;Home/school Relations;109
4.18.3;Table 5.2. Common Phrases in Spanish (Mexico);110
4.18.3.1;Conclusions;111
4.18.3.2;Additional Resources;112
4.18.3.3;Tasks for Educators;112
4.18.3.3.1;1. Reflect on these questions:;112
4.18.3.3.2;2. Explore your students’ backgrounds and family histories by inviting a family member as a storyteller for your class.;112
4.18.3.3.3;3. Build one or more literacy nights to share with parents the different strategies on how to improve literacy skills for their students in both English and Spanish, using books that relate to them and their culture.;112
4.18.3.3.4;4. Attend an activity, event, or festival in your student’s community to learn more about their culture, traditions, and customs.;113
4.18.3.4;References;113
4.19;CHAPTER 6;116
4.19.1;Puerto Rico;116
4.19.1.1;Gladys R. Capella Noya and Elsie Candelaria Sosa;116
4.19.1.2;University of Puerto Rico;116
4.19.1.3;Background;117
4.19.1.4;Culture;121
4.19.1.4.1;People and Interests;121
4.19.1.4.2;Gender Roles;123
4.19.1.4.3;Diversity and Racism;123
4.19.1.4.4;Religion;124
4.19.1.4.5;Pedagogy;125
4.19.1.4.5.1;Figure 6. 1. Yeraisy Cruz Peña and Sherlyn Coco Matos working in an art project in a school in Puerto Rico.;125
4.19.1.4.6;Politics;126
4.19.1.5;Languages and Literacies;126
4.19.1.6;Ideas for Educators;129
4.19.1.7;Conclusions;129
4.19.1.8;Additional Resources;130
4.19.1.9;Tasks for Educators;130
4.19.1.9.1;1. After reading this chapter, what did you learn about Puerto Rican history and culture that might have surprised you? How will that inform your practice? What new questions do you have and how can you explore them?;130
4.19.1.9.2;2. How can you honor within your classroom the Puerto Rican family values of interdependency and intergenerational continuity?;130
4.19.1.9.3;3. Read one of these recommended texts and create a task or activity for your peers or students:;130
4.19.1.10;References;131
4.20;CHAPTER 7;134
4.20.1;Nicaragua;134
4.20.1.1;Desirée Pallais;134
4.20.1.2;University of Texas–Austin;134
4.20.1.3;Ilana Umansky;134
4.20.1.4;University of Oregon;134
4.20.1.5;Background;135
4.20.1.5.1;Demographics;135
4.20.1.5.2;History;136
4.20.1.5.3;Geography;137
4.20.1.5.4;Emigration to the U.S.;137
4.20.1.5.5;Education;138
4.20.1.6;Culture;139
4.20.1.6.1;A Land of Poets and Writers;139
4.20.1.6.2;Reading;140
4.20.1.6.3;Music and Dance;140
4.20.1.6.4;Family Life;141
4.20.1.6.5;Cultural Traits;141
4.20.1.6.6;Religion;142
4.20.1.6.7;Holidays;142
4.20.1.6.8;Food;143
4.20.1.7;Languages and Literacies;143
4.20.1.7.1;Characteristics of Nicaraguan Spanish;143
4.20.2;Table 7.1. Influence of Nahuatl in Common Nicaraguan Words From Mántica (2007);144
4.20.3;Table 7.2. Common Nicaraguan Idioms From Mántica (2007);145
4.20.3.1;English Creole and Miskito;145
4.20.3.2;Ideas for Educators;146
4.20.3.2.1;1. Provide Instruction in School Norms;146
4.20.3.2.2;2. Develop Student Participation;147
4.20.3.2.3;3. Explore Home Literacies;147
4.20.3.2.4;4. Involve Families;147
4.20.3.2.5;5. Explore Potential Family Assets That May Support School Expectations;147
4.20.3.2.6;6. Compensate for the Possible Scarcity of Books at Home;148
4.20.3.2.7;7. Identify Possible Weak or Interrupted Schooling;148
4.20.3.3;Conclusions;148
4.20.3.4;Additional Resources;149
4.20.3.5;Tasks for Educators;149
4.20.3.5.1;1. Consider your answers to these questions:;149
4.20.3.5.2;2. Make a list of assumptions you had before reading this chapter that have been challenged with your reading. Explain what specific information contributed to change your thinking.;149
4.20.3.5.3;3. What aspects of Nicaraguan Spanish and of Miskito seem relevant for learning to read and write? How might the linguistic features of these languages impact learning in English?;149
4.20.3.5.4;4. What features of Nicaraguan culture did you find interesting and why?;149
4.20.3.5.5;5. What aspects of Nicaraguan life and history might explain some classroom behaviors for children who immigrate to the U.S.?;150
4.20.3.5.6;6. Based on the information in this chapter, identify three aspects of the life of a Nicaraguan child who lives in Managua. Then, do the same for a child born in the north Caribbean coast. In each case, compare those characteristics with (a) U.S.-bor...;150
4.20.3.5.7;7. What are some changes to your instruction that you are thinking of implementing as a result of reading this chapter?;150
4.20.3.6;References;150
4.20.4;SECTION 4;152
4.20.4.1;SOUTH AMERICAN REGION;152
4.21;CHAPTER 8;154
4.21.1;Argentina;154
4.21.1.1;Sandra Mercuri;154
4.21.1.2;Educational Consultant;154
4.21.1.3;Sandra I. Musanti;154
4.21.1.4;University of Texas–Rio Grande Valley;154
4.21.1.5;Background;155
4.21.1.5.1;Ethnicity and Immigration;156
4.21.1.6;Culture;157
4.21.1.6.1;Traditions and Religion;158
4.21.1.7;The Role of Public Education;159
4.21.1.7.1;School Culture;160
4.21.1.8;Languages and Literacies;161
4.21.2;Table 8.1. Sample Dialect Differences in Spanish;163
4.21.2.1;Ideas for Educators;163
4.21.2.1.1;Figure 8. 1. Vintage yerba mate gourd and bombilla (slotted straw).;166
4.21.2.2;Conclusions;165
4.21.2.3;Additional Resources;166
4.21.2.4;Tasks for Educators;167
4.21.2.4.1;1. What are some similarities and differences between what you read in this chapter and what you knew about Spanish-speaking students from other Latin American countries? Create a table with the information you gathered through the comparison.;167
4.21.2.4.2;2. Have you ever experienced or observed a situation at school similar to Estefanía’s experiences discussed in the chapter? Describe the scenario and how you responded to the situation.;167
4.21.2.4.3;3. Based on the information in the chapter, make a list of what you would like to know more about students from Argentina. List different sources you could explore to find out more about these students.;167
4.21.2.5;References;167
4.22;CHAPTER 9;170
4.22.1;Brazil and Brazilian Students in the U.S.;170
4.22.1.1;Eliane Rubinstein-Ávila and Adriana Picoral;170
4.22.1.2;University of Arizona;170
4.22.1.3;Background;171
4.22.1.3.1;Geography and Diversity;171
4.22.1.3.2;Complex and Tumultuous History;172
4.22.1.3.3;Race and Race Relations;172
4.22.1.3.4;People;172
4.22.1.3.5;Family Relationships;173
4.22.1.3.6;Foods;173
4.22.1.3.7;Language;174
4.22.1.3.8;Body Language, Dress, and Appearance;175
4.22.1.3.9;Religions;176
4.22.1.3.10;Immigration of Brazilians to the U.S.;176
4.22.1.3.11;Important Dates and Holidays;176
4.22.1.3.12;Carnival;177
4.22.1.3.13;Easter;177
4.22.1.3.14;Dia de Sao Joao—Festas Junina [June Festivals];177
4.22.1.3.15;Christmas;177
4.22.1.3.16;New Year’s Eve;178
4.22.1.3.17;Our Lady of Aparecida/Children’s Day;178
4.22.1.3.18;Other Holidays;178
4.22.1.3.19;Nonofficial Holidays;178
4.22.1.4;Ideas for Educators;178
4.22.1.5;Conclusions;179
4.22.1.6;Additional Resources;180
4.22.1.7;Tasks for Educators;180
4.22.1.7.1;Finding the Origins and Roots of Our Practices;180
4.22.1.7.1.1;1. Describe an event or practice that your family engages in often. What happens during that event? Who does what? When does it typically take place, and where?;181
4.22.1.7.1.2;2. Conduct research (on the Internet, interviewing family members, and so on); where did that event/practice originate? What are the racial and cultural/ social origins of that practice?;181
4.22.1.7.1.3;3. Did your family carry on that practice before they lived in the U.S.?;181
4.22.1.7.1.4;4. Look for explanations. Why do you think you felt this way? Why do you think families tend to continue to perform the practices they bring with them from their home countries?;181
4.22.1.7.1.5;5. If you moved to another state or even another country, what practices do you think you would want to continue to engage in, and why?;181
4.22.1.7.1.6;6. What have you learned from this activity? Why do people engage in events/practices that are familiar to them? And why is it important to understand the roots of our practices?;181
4.22.1.8;References;181
4.23;CHAPTER 10;184
4.23.1;Peru;184
4.23.1.1;Gisela Ernst-Slavit;184
4.23.1.2;Washington State University Vancouver;184
4.23.1.3;Background;185
4.23.1.3.1;Geography;185
4.23.1.3.2;History;185
4.23.1.4;Education and Culture;187
4.23.1.4.1;Education and Socialization;187
4.23.1.4.1.1;Figure 10. 1. Julia carrying her 19-month son in Cupiche, 30 miles away from Lima. ;187
4.23.1.4.2;Religion;189
4.23.1.4.3;Naming Practices;189
4.23.1.4.4;Food Traditions;190
4.23.1.5;Languages, Literacy, and Numeracy;190
4.23.2;Table 10.1.;192
4.23.2.1;Language Transfer Issues;192
4.23.2.2;Numeracy;192
4.23.3;Table 10.2. Common Errors Made by Spanish-Speaking Students Learning English;193
4.23.3.1;Ideas for Educators;193
4.23.4;Table 10.3. Differences Between Mathematics  in Peru and in the United States;194
4.23.4.1;Conclusions;196
4.23.4.2;Additional Resources;196
4.23.4.2.1;Children’s Books on Peru;197
4.23.4.3;Tasks for Educators;197
4.23.4.3.1;1. Watch the YouTube video Do You Know How Much Your Children Are Learning? (World Bank, 2010). It shows different schools and classrooms in both rural and urban settings. It was produced by the Education Ministry and the World Bank to support nation...;197
4.23.4.3.2;2. Compare the schooling contexts of rural/public and urban/private schools in Peru by watching these two videos. The first video shows a group of tourists arriving at a remote rural 1–6 grade school located in Tito, a town on the road from Cuzco t...;198
4.23.4.3.3;3. If you have a Peruvian student in your classroom, plan a home visit! For guidance about how to plan and conduct a home visit, see the article “Making Your First ELL Home Visit: A Guide for Classroom Teachers” by Ernst-Slavit and Mason (2012) i...;198
4.23.4.3.4;4. A great strategy to gather information about your students is to ask parents to write letters about their children. These letters can be written in English or the home language (hopefully, you can find interpreters who can help you read them). In ...;198
4.23.4.4;References;198
4.23.5;section 5;200
4.23.5.1;SOUTHEAST REGION;200
4.24;CHAPTER 11;202
4.24.1;Vietnam;202
4.24.1.1;Eric Ambroso;202
4.24.1.2;Arizona State University;202
4.24.1.3;Nguy?n Th? Thu ?i?p;202
4.24.1.4;Da Nang University;202
4.24.1.5;Background;203
4.24.1.5.1;Chinese Influence;203
4.24.2;Table 11.1. Examples of Vietnamese and Mandarin Chinese Similarities;204
4.24.2.1;Buddhism in Vietnam;205
4.24.2.1.1;Regional Differences;205
4.24.2.2;Education;206
4.24.2.3;Culture;207
4.24.2.3.1;Behaviors;207
4.24.2.3.2;Values;208
4.24.2.3.3;Important Holidays;209
4.24.2.3.4;T?t;209
4.24.2.3.5;T?t Trung Thu (Mid-Autumn Festival);209
4.24.2.3.5.1;Vietnamese Scholars;210
4.24.2.3.6;Ho Chi Minh (1890–1969);210
4.24.2.3.7;Nguyen Du (1766–1820);210
4.24.2.4;Languages and Literacies;210
4.24.3;Table 11.2. Vietnamese Tones;211
4.24.3.1;Ideas for Educators;212
4.24.4;Table 11.3. Common Words in Vietnamese;213
4.24.4.1;Conclusions;214
4.24.4.2;Additional Resources;215
4.24.4.3;Tasks for Educators;215
4.24.4.3.1;1. Find a clip on the Web of a native Vietnamese speaker speaking in English. What do you notice about the speaker’s pronunciation and intonation? What are some ways you might address these issues?;215
4.24.4.3.2;2. How might you introduce Vietnamese culture into a U.S. public school? What might be most useful or most engaging to American students?;215
4.24.4.3.3;3. Create an activity based on the suggestions above to help students pronounce the final consonant sounds in words. Share your activity with your peers or colleagues.;215
4.24.4.4;References;215
4.25;CHAPTER 12;218
4.25.1;India;218
4.25.1.1;Rani Muthukrishnan and Sreejith Thankappan;218
4.25.1.2;Washington State University;218
4.25.1.3;Background;219
4.25.1.3.1;Geography;219
4.25.1.3.2;History;220
4.25.1.4;Culture;221
4.25.1.4.1;Religion;221
4.25.1.4.2;People;221
4.25.1.4.3;Ethnicity and Tribes;222
4.25.1.4.4;Caste System;222
4.25.1.4.5;Traditional Clothes;223
4.25.1.4.6;Unacceptable Behaviors to Indian People;223
4.25.1.4.7;Values;224
4.25.1.4.8;Important Holidays;224
4.25.1.5;Schooling;225
4.25.1.6;Language and Literacy;226
4.25.1.6.1;Challenges for Indian English Language Learners;226
4.25.1.6.2;Common Greeting Words in Hindi;227
4.25.1.7;Ideas for Educators;227
4.25.1.7.1;Working With Families;228
4.25.2;Table 12.1. Greeting Words in Hindi;228
4.25.2.1;Conclusions;229
4.25.2.2;Additional Resources;230
4.25.2.3;Tasks for Educators;230
4.25.2.3.1;1. Read children’s books that involve Indian characters. How are the characters portrayed? How does the portrayal fit with the information given in this chapter?;230
4.25.2.3.2;2. Sometimes what is not said is as important as what is. Read the chapters on Pakistan and Bangladesh, and then come back to this chapter. What might be missing in these chapters that would help teachers better understand the relationships among stu...;230
4.25.2.3.3;3. What do children in India like to do in their free time? How can you find out?;230
4.25.2.4;References;230
4.26;CHAPTER 13;234
4.26.1;Bangladesh;234
4.26.1.1;Shampa Biswas;234
4.26.1.2;Washington State University;234
4.26.1.3;Sayeeda Rahman;234
4.26.1.4;American International University Bangladesh;234
4.26.1.5;Raihan Sharif;234
4.26.1.6;Washington State University;234
4.26.1.7;Background;235
4.26.1.8;Culture;237
4.26.1.9;Languages and Literacies;238
4.26.1.10;Ideas for Educators;240
4.26.1.11;Conclusions;242
4.26.1.12;Additional Resources;242
4.26.1.13;Tasks for Educators;242
4.26.1.13.1;1. Compare and contrast the culture of Bangladesh to that of other Muslim countries. What does each culture emphasize, and why might that be?;242
4.26.1.13.2;2. Read up on Bangladesh’s history. How might historical events color the attitudes of Bangladeshi/Bengali families toward people from neighboring countries? How could you address these attitudes in your classroom?;243
4.26.1.13.3;3. Create a task for your students that helps them understand how stereotypes might get started and persist. Ask them to list stereotypes that they find about Bangladeshis and to find information that dispels these misconceptions.;243
4.26.1.14;References;243
4.27;CHAPTER 14;246
4.27.1;Pakistan;246
4.27.1.1;Tariq Akmal;246
4.27.1.2;Washington State University;246
4.27.1.3;Romella Husain;246
4.27.1.4;Poolesville High School, Maryland;246
4.27.1.5;Background;247
4.27.1.5.1;History;247
4.27.1.6;Culture;249
4.27.1.6.1;People;249
4.27.1.6.2;Religion;249
4.27.1.6.3;Greetings;250
4.27.1.6.4;Family and Family Names;251
4.27.1.6.5;Orientation to Time;252
4.27.1.6.6;Relationships and Communication;253
4.27.1.6.7;Dress;254
4.27.1.7;Literacy and Education;255
4.27.1.8;Languages;255
4.27.1.8.1;Characteristics of the Urdu Language;256
4.27.2;Table 14.1. The Basic Urdu Alphabet With English Sounds (Written Right to Left Here);257
4.27.2.1;Ideas for Educators;258
4.27.3;Table 14.2. Common Phrases in Urdu That Educators Can Learn and Use;259
4.27.3.1;Misconceptions and Stereotypes;259
4.27.3.2;Gender;259
4.27.3.3;Personal Space and Physical Contact;260
4.27.3.4;Eye Contact;261
4.27.3.5;Curricular Adaptations;262
4.27.3.6;Conclusions;263
4.27.3.7;Additional Resources;263
4.27.3.8;Tasks for Educators;264
4.27.3.8.1;1. Reflect on these questions:;264
4.27.3.8.2;2. Consider your own perceptions of Pakistan prior to reading this short chapter. How has this chapter changed your thinking and perhaps how you might work with Pakistani students?;264
4.27.3.8.3;3. Ask your Pakistani student(s) to teach you a few words that might be useful for you to use with them (like a secret code for the two of you). Also ask the student to teach you how to write your name in Urdu (if they know how). This will help you s...;264
4.27.3.8.4;4. As part of the first week or two of school, consider how you might have students (with their families) share their funds of knowledge. Students might, for example, share who makes decisions in their household, how their family and friends spend ti...;264
4.27.3.9;References;264
4.28;CHAPTER 15;266
4.28.1;Philippines;266
4.28.1.1;Jeom Ja Yeo;266
4.28.1.2;University of Washington;266
4.28.1.3;Background;267
4.28.1.4;Culture;269
4.28.1.5;Languages and Literacies;272
4.28.2;Table 15.1. Semantic Changes in Philippine English;274
4.28.2.1;Ideas for Educators;276
4.28.2.2;Conclusions;277
4.28.2.3;Additional Resources;277
4.28.2.4;Tasks for Educators;278
4.28.2.4.1;1. Compare the immigrant experience of Filipinos with those of other groups from the region. What are the differences and similarities? How might you create lessons that address the needs of all of these students?;278
4.28.2.4.2;2. Create a lesson that plays to the multilingual strengths of Filipino students. What would the lesson include?;278
4.28.2.4.3;3. Based on the information in this chapter, make a list of strategies that you could use to help Filipino students share their stories.;278
4.28.2.5;References;278
4.28.3;SECTION 6;282
4.28.3.1;ASIAN REGION;282
4.29;CHAPTER 16;284
4.29.1;China;284
4.29.1.1;Congcong Wang;284
4.29.1.2;University of Northern Iowa;284
4.29.1.3;Tingting Wang;284
4.29.1.4;Princeton University;284
4.29.1.5;Background;285
4.29.1.5.1;History;285
4.29.1.5.2;Schooling in China;290
4.29.1.6;Culture;292
4.29.1.6.1;People;293
4.29.1.6.2;Chinese Traditional Values;294
4.29.1.6.3;Chinese Foods;295
4.29.1.6.4;Unacceptable Behaviors in China;295
4.29.1.6.5;Important Days and Holidays;297
4.29.1.6.6;Religion;298
4.29.1.6.7;Chinese Inventions;298
4.29.1.7;Languages and Literacies;299
4.29.1.7.1;Written Chinese;299
4.29.1.7.2;Spoken Chinese;300
4.29.1.7.3;Uninflected Language;300
4.29.1.7.4;Cultural Connotations in Chinese;301
4.29.1.8;Ideas for Teachers;301
4.29.1.9;Conclusions;303
4.29.1.10;Additional Resources;303
4.29.1.11;Tasks for Educators;304
4.29.1.11.1;1. Answer the following questions:;304
4.29.1.11.2;2. Based on the information in the chapter, about what do you need more information concerning Chinese students from different areas in China? List three places you might find this information.;304
4.29.1.11.3;3. What are your perceptions of Chinese language and culture before and after reading this chapter?;304
4.29.1.11.4;4. What similarities between China and your country have you found in terms of diversity? How might you design an activity to engage not only Chinese-speaking students but also all of your students?;304
4.29.1.12;References;304
4.30;CHAPTER 17;306
4.30.1;Taiwan for Teachers;306
4.30.1.1;David Herman and Aichia Chang;306
4.30.1.2;Washington State University;306
4.30.1.3;Background;308
4.30.1.4;Schooling;309
4.30.1.5;Culture;311
4.30.1.5.1;Values;311
4.30.1.5.2;Food;312
4.30.1.6;Languages and Literacies;312
4.30.1.6.1;Chinese Language System;314
4.30.2;Table 17.1. Common Phrases in Mandarin;315
4.30.3;Table 17.2. Text Teaching Process in Taiwan;316
4.30.3.1;Ideas for Educators;316
4.30.3.1.1;National Identity;316
4.30.3.1.2;High Expectations and Competition;317
4.30.3.1.3;Educational Expectations;317
4.30.3.1.4;Names;318
4.30.3.1.5;Negative Transfer;318
4.30.3.2;Conclusions;319
4.30.3.3;Additional Resources;319
4.30.3.4;Tasks for Educators;320
4.30.3.4.1;1. Learn the four tones of spoken Mandarin with this video produced by NTDTV: https://www.youtube.com/watch?v=kYjFB-MF1KU. How did you do? Can you find these tones in spoken English? Think about ways you can use these similarities and differences to ...;320
4.30.3.4.2;2. Create a short slideshow to share with your students. Include your hobbies, favorite foods, favorite forms of entertainment, and so on. Ask your students to create their own and share with the class.;320
4.30.3.4.3;3. Read the following research brief (https://www.wida.us/ get.aspx?id=752; Wisconsin Center for Education Research, 2014) to explore strategies that may help your Taiwanese students learn to collaborate effectively with peers. Try these strategies i...;320
4.30.3.5;References;320
4.30.4;Table 18.1. Useful Expressions in Japanese;335
4.31;CHAPTER 18;322
4.31.1;Japan;322
4.31.1.1;Saeun Lee;322
4.31.1.2;Washington State University;322
4.31.1.3;Leslie Huff;322
4.31.1.4;Background;322
4.31.1.4.1;History;323
4.31.1.4.2;Modern Day;325
4.31.1.5;Culture;326
4.31.1.5.1;People;326
4.31.1.5.2;Religion;327
4.31.1.5.3;Values;328
4.31.1.5.4;Holidays;329
4.31.1.5.5;Traditional Clothes;329
4.31.1.5.6;Behaviors/Manners;330
4.31.1.6;Schooling ;330
4.31.1.7;Languages and Literacies;332
4.31.1.7.1;Characteristics of Japanese;332
4.31.1.8;Ideas for Educators;334
4.31.1.8.1;Listening Participation;334
4.31.1.8.2;Student and Teacher Roles;334
4.31.1.8.3;Dialogue Journals;334
4.31.1.8.4;The Choice of Questions;336
4.31.1.8.5;Classmate Assistant;336
4.31.1.8.6;Integrate Culture in Class;336
4.31.1.8.7;Focus Instruction on Common Language Difficulties;337
4.31.1.8.8;Invite Parents for Tea;337
4.31.1.9;Conclusions;337
4.31.1.10;Additional Resources ;338
4.31.1.11;Tasks for Educators ;338
4.31.1.11.1;1. Consider your answers to these questions:;338
4.31.1.11.2;2. Consider what you knew about Japan before reading and what you have learned in this chapter. Then, discuss with others what you found was similar and different. Have your understanding and expectations about Japanese students or culture changed?;339
4.31.1.11.3;3. Harmony has been a foundational value in Japanese culture for centuries. This value leads to behaviors that are sometimes in conflict with traditional U.S. school behaviors that are focused on individualism. Discuss how could you help Japanese ELL...;339
4.31.1.11.4;4. Confidence is one of the keys for developing language and literacy proficiencies. How could you encourage Japanese ELLs to build their confidence? This may be especially tricky considering that many common Japanese behaviors could be interpreted a...;339
4.31.1.11.5;5. Discuss whether values of harmony and cooperation could be addressed when establishing rules for the classroom. What might these rules look like? Would they be different from rules that you and your students currently develop?;339
4.31.1.12;References;339
4.32;CHAPTER 19;342
4.32.1;Korea;342
4.32.1.1;Hyun-Gyung Lee and Saeun Lee;342
4.32.1.2;Washington State University;342
4.32.1.3;Background;342
4.32.1.3.1;Geography and History;343
4.32.1.3.2;Demographic Information;344
4.32.1.4;Culture;345
4.32.1.4.1;Philosophy, Religion, and Values;345
4.32.1.4.2;Confucian Philosophy and Values;345
4.32.1.4.3;Diverse Religions;347
4.32.1.5;Educational System and Practices;348
4.32.1.5.1;Educational System;349
4.32.1.5.2;Educational Practices;349
4.32.1.6;Ideas for Educators;351
4.32.1.6.1;Greetings;351
4.32.1.6.2;Name and Title;352
4.32.1.6.3;Traditional Dress;352
4.32.1.6.4;Dining;352
4.32.1.6.5;Celebrations;352
4.32.1.7;Languages and Literacies;353
4.32.1.7.1;Characteristics of the Korean Language;353
4.32.2;Table 19.1. The Korean Hangul Alphabet;354
4.32.2.1;Differences Between English and Korean;354
4.32.2.2;Challenges for Korean-Speaking Students When Learning English;355
4.32.2.3;Grammar;355
4.32.2.4;Pronunciation and Listening;355
4.32.2.5;Academic Writing;356
4.32.2.6;Vocabulary;356
4.32.2.6.1;Useful Phrases in Korean;356
4.32.2.7;Ideas for Educators;356
4.32.3;Table 19.2. Useful Expressions in Korean;357
4.32.3.1;Communication;357
4.32.3.2;Classroom Participation;357
4.32.3.3;Parent Involvement;358
4.32.3.4;Motivation;358
4.32.3.5;Oral Communication;359
4.32.3.6;Academic Writing;359
4.32.3.7;Reading;359
4.32.3.8;Conclusions;360
4.32.3.9;Additional Resources;360
4.32.3.10;Tasks for Educators;361
4.32.3.10.1;1. What might you need to do to help ELLs from Korean-speaking backgrounds learn to use English in your classroom?;361
4.32.3.10.2;2. Interview an ELL student from a Korean-speaking background. Ask the student about linguistic or cultural difficulties they have had in U.S. classrooms.;361
4.32.3.10.3;3. How have your perceptions of Korean students and culture changed after reading this chapter? Discuss.;361
4.32.3.10.4;4. Find a video or audio clip about the Korean education system. Share it with others and discuss what you learned.;361
4.32.3.11;References;361
4.32.4;SECTION 7;364
4.32.4.1;African region;364
4.33;CHAPTER 20;366
4.33.1;Working With Students From North Africa;366
4.33.1.1;Omran Akasha and Mohamed ElHess;366
4.33.1.2;Washington State University;366
4.33.1.3;Background;367
4.33.1.3.1;History;367
4.33.1.4;Schooling;368
4.33.1.5;Culture;370
4.33.1.5.1;People;370
4.33.1.5.2;Ethnicity and Tribes;372
4.33.1.5.3;Traditional Clothes;372
4.33.1.5.4;Acceptable and Unacceptable Behaviors;373
4.33.1.5.5;Values and Beliefs;374
4.33.1.5.6;Impact of Religion;375
4.33.1.5.7;Important Days and Holidays;375
4.33.1.5.8;Ramadan;376
4.33.1.5.9;Eid-ul-Fitr (Festival of Fast-breaking);376
4.33.1.5.10;Eid ul Udha;377
4.33.1.5.10.1;Food;377
4.33.1.6;Language;378
4.33.1.6.1;Characteristic of the Arabic Language;378
4.33.2;Table 20.1. Arabic Alphabet With English Sounds (Starts With the Letter Alif and Ends With Yaa);378
4.33.3;Table 20.2. Common Words in Arabic;379
4.33.3.1;Ideas for Educators;380
4.33.3.1.1;Stereotypes;380
4.33.3.1.2;Home/School Relations;380
4.33.3.1.3;Family Relationships;380
4.33.3.1.4;Arab/American Peer Relations;381
4.33.3.1.5;Working in Groups;381
4.33.3.1.6;Reading and Critical Thinking;381
4.33.3.1.7;Curricular Issues;382
4.33.3.2;Conclusions;382
4.33.3.3;Additional Resources;383
4.33.3.4;Tasks for Educators;383
4.33.3.4.1;1. Use this chapter and other resources to answer these questions:;383
4.33.3.4.2;2. Based on the information in the chapter, about what do you need more information concerning Muslim Arab students from North Africa? List three places you might find this information.;384
4.33.3.4.3;3. What are some similarities and differences between what you read in this chapter and what you knew about Muslims/Arabs before you read? Why might that be?;384
4.33.3.4.4;4. Reading is an essential part of education in the U.S. How might you interest Arabic-speaking students in reading more?;384
4.33.3.5;References;384
4.34;CHAPTER 21;386
4.34.1;Nigeria;386
4.34.1.1;Nathaniel Hunsu;386
4.34.1.2;University of Georgia;386
4.34.1.3;Olusola Adesope;386
4.34.1.4;Washington State University;386
4.34.1.5;Background;387
4.34.1.6;Culture;388
4.34.1.6.1;Languages;388
4.34.1.6.2;Family Life;389
4.34.1.6.3;Family Structure and Customs;389
4.34.1.6.4;Marriage;390
4.34.1.6.4.1;Religion;390
4.34.1.6.4.2;Clothing;391
4.34.1.6.4.3;Food;391
4.34.1.6.4.4;Other Customs;392
4.34.1.6.5;Greetings and Etiquette;392
4.34.1.6.6;Haggling;392
4.34.1.6.7;Conflict Resolution;393
4.34.1.7;Education;393
4.34.1.8;Ideas for Educators;395
4.34.1.9;Conclusions;396
4.34.1.10;Additional Resources;396
4.34.1.11;Tasks for Educators;397
4.34.1.11.1;1. What are some of the challenges that Nigerian students, fluent in English, might experience in U.S. schools?;397
4.34.1.11.2;2. Interview a student or adult from Nigeria. Ask what types of challenges they have in communicating with others in the United States.;397
4.34.1.11.3;3. View the TED Talk, The Danger of a Single Story (Adichie, 2009). What did you learn about your “single story” about Nigeria and Nigerian people?;397
4.34.1.11.4;4. Why do you think the speaker in the video in question #3 states that there is never a single story about any place?;397
4.34.1.12;References;397
4.35;CHAPTER 22;400
4.35.1;The Democratic Republic of the Congo;400
4.35.1.1;Kristen L. Pratt;400
4.35.1.2;Washington State University;400
4.35.1.3;Rose Lusangi Phambu;400
4.35.1.4;Luila Village Ministries;400
4.35.1.5;Background;401
4.35.1.6;Politics and Education—A History;402
4.35.1.7;Educational Contexts in the DRC;404
4.35.1.7.1;The Educator;406
4.35.1.7.1.1;Figure 22. 1. Teachers in a local village in the DRC receiving professional development training.;407
4.35.1.7.2;The Student;408
4.35.1.7.2.1;Figure 22. 2. Boys with talc on their heads celebrating and playing games.;410
4.35.1.8;Language and Culture in the DRC;411
4.35.1.8.1;Lingala;411
4.35.1.8.1.1;Figure 22. 3. Lingala alphabet and pronunciation.;412
4.35.1.8.2;Body Language;412
4.35.1.8.3;Food;413
4.35.1.8.3.1;Figure 22. 4. Cassava root wrapped and steamed and ready for eating.;414
4.35.1.8.4;Family Life;414
4.35.1.9;Ideas for Educators;415
4.35.1.10;Conclusions;416
4.35.1.11;Additional Resources;416
4.35.1.12;Tasks for Educators;417
4.35.1.12.1;1. Compare the lives of students from the DRC with those in other African countries. How are they similar and different? How do they compare to children’s lives in other countries around the world?;417
4.35.1.12.2;2. View two or three of the 60 Lingala Lessons on YouTube, referenced above. Practice learning a few words and phrases. Now imagine the reverse, that is, a Lingala speaker trying to learn English. What did you learn from this brief exercise?;417
4.35.1.12.3;3. If critical thinking is not part of the K–12 curriculum in the DRC (see section on “The Educator”) how would you help your students from the DRC slowly develop this way of thinking?;417
4.35.1.13;Resources;417
4.35.1.14;References;418
4.36;CHAPTER 23;420
4.36.1;English Language, Literacy, and Culture;420
4.36.1.1;Nicolau N. Manuel;420
4.36.1.2;Agostinho Neto University, Angola;420
4.36.1.3;Pamela J. Bettis;420
4.36.1.4;Washington State University;420
4.36.1.5;Background;421
4.36.1.6;Culture, Religion, and History;423
4.36.1.6.1;Marriage, Kinship, Sexuality, and Gender Dynamics;423
4.36.1.6.2;Learning and the Legacy of Colonialism;424
4.36.1.6.3;Angolan Holidays;425
4.36.1.7;Languages and Literacies;425
4.36.2;Table 23.1. The Portuguese Alphabet With Sounds;428
4.36.2.1;Conclusions;429
4.36.2.2;Additional Resources;429
4.36.2.3;Tasks for Educators;430
4.36.2.3.1;1. The story of Dona Beatriz Kimpavita in this chapter reports an instance of colonial atrocities against the Angolan people. How might you use Dona Beatriz Kimpavita’s story to promote intercultural communication in your classroom?;430
4.36.2.3.2;2. Having discussed the major language and literacy problems facing Portuguese ELLs, what might you need to do to help them learn to use English in your classroom?;430
4.36.2.3.3;3. How might you help Angolan students understand U.S. culture, particularly when it conflicts with their native culture?;430
4.36.2.4;References;430
4.36.3;SECTION 8;432
4.36.3.1;EUROPEAN REGION;432
4.37;CHAPTER 24;434
4.37.1;A Glimpse Into Russian History, Culture, and Language;434
4.37.1.1;Yuliya Ardasheva;434
4.37.1.2;Washington State University;434
4.37.1.3;Alexei Kochetov;434
4.37.1.4;University of Toronto;434
4.37.1.5;Background;435
4.37.1.5.1;History;435
4.37.1.6;Russian Contributions to the World;437
4.37.1.7;Russian Culture;438
4.37.1.7.1;Ethnic, Religious, and Linguistic Composition;438
4.37.1.7.2;Mainstream Values;439
4.37.2;Table 24.1. American and Russian Mainstream Values Contrasted;440
4.37.2.1;Patterns of Communication;439
4.37.2.2;Family Composition and “Nomenclature”;441
4.37.2.2.1;1. First name: A person’s given name (e.g., Olga);;441
4.37.2.2.2;2. Middle name (patronymic): Father's first name + avna/ovna for a female (e.g., = Vladimir + ovna = Vladimirovna) and + vich/ovich for a male (Vladimir + ovich = Vladimirovich);;441
4.37.2.2.3;3. Last name: Family name, traditionally that of the husband (e.g., Polikarpova).;441
4.37.2.3;Russian Cuisine Over the 12 Time Zones;441
4.37.2.4;Education;443
4.37.2.5;Russian Language;444
4.37.2.5.1;Differences From and Similarities to English;444
4.37.2.5.2;Sound System and Pronunciation;445
4.37.2.5.3;The Writing System;446
4.37.2.5.4;The Grammatical System;446
4.37.2.5.4.1;Language in Context;447
4.37.2.6;Conclusions;447
4.37.2.7;Tasks for Educators;448
4.37.2.7.1;1. Discuss these questions with your colleagues/peers:;448
4.37.2.7.2;2. Develop ways to use the resources listed below to engage your Russian students and their families.;448
4.37.2.7.3;3. Read this book chapter with your Russian students and ask them to write a rebuttal, a review, or an alternative to the chapter.;448
4.37.2.7.4;4. Do a research scavenger hunt on the topics that are missing in the chapter yet are of interest.;448
4.37.2.7.5;5. Conduct a community study by visiting local Russian businesses and community gatherings.;448
4.37.2.7.6;6. Interview Russian families about their histories, beliefs, and values.;448
4.37.2.8;Additional Resources;448
4.37.2.9;References;449
4.38;CHAPTER 25;452
4.38.1;Ukraine;452
4.38.1.1;Nataliia Borysenko and Petro Borysenko;452
4.38.1.2;Kyiv Taras Shevchenko National University;452
4.38.1.3;Background;453
4.38.1.3.1;Geography;453
4.38.1.3.1.1;Figure 25. 1. Map of Ukraine and surroundings (Savchuk, 2016).;454
4.38.1.3.2;Demographics;453
4.38.1.3.3;History;454
4.38.1.3.3.1;Figure 25. 2. Holodomor Memorial, Kyiv, Ukraine.;456
4.38.1.4;Culture;456
4.38.1.4.1;Ukrainian Identity;456
4.38.1.4.2;Cultural Characteristics;458
4.38.1.4.3;Superstitions;460
4.38.1.4.4;Food;461
4.38.1.4.4.1;Figure 25. 3. Traditional Ukrainian pich.;462
4.38.1.4.4.2;Figure 25. 4. Traditional Ukrainian meals.;463
4.38.1.5;Famous Ukrainians;464
4.38.1.5.1;Figure 25. 5. Famous Ukrainian boxers (Klitschko brothers, 2016).;465
4.38.1.6;Language;466
4.38.1.7;Conclusions;468
4.38.1.8;Additional Resources;468
4.38.1.9;Tasks for Educators;468
4.38.1.9.1;1. Consider your responses to these questions:;468
4.38.1.9.2;2. Compare the information about Ukraine to the chapters on its neighboring countries. What are the similarities and differences in how the authors explain their cultures and languages? Why do you think this might be?;468
4.38.1.9.3;3. How might you address conflicts between Ukrainian students (and their families) with different perspectives on Russia?;468
4.38.1.10;References;469
4.39;CHAPTER 26;470
4.39.1;Poland;470
4.39.1.1;Justyna Hjeltness;470
4.39.1.2;Washington State University;470
4.39.1.3;Background;470
4.39.1.3.1;History;471
4.39.1.3.2;Religion;472
4.39.1.3.3;Emigration;472
4.39.1.4;Culture;472
4.39.1.4.1;National Pride;472
4.39.1.4.2;Societal Norms;473
4.39.1.4.3;Cuisine;474
4.39.1.4.4;Traditional Costumes;475
4.39.1.4.5;Holidays;475
4.39.1.4.6;Architecture;475
4.39.1.4.7;Idea of Gospodarz (Landowner);476
4.39.1.4.8;Polish Proverbs;476
4.39.1.5;Education;476
4.39.1.5.1;Educational System;477
4.39.1.6;Languages and Literacies;477
4.39.1.6.1;Important Aspects of Polish Language;478
4.39.1.6.2;Directness;478
4.39.1.6.3;Grammar;478
4.39.1.6.4;Polish Alphabet and Pronunciation;479
4.39.2;Table 26.1. Polish Alphabet and Letter Pronunciation, Single Letters;479
4.39.2.1;Word Stress;479
4.39.3;Table 26.2. Double Letters;480
4.39.4;Table 26.3. Common Polish Expressions;480
4.39.4.1;Ideas for Educators;480
4.39.4.1.1;Polish Americans and Community Dynamics;480
4.39.4.1.2;School/Home Relations;481
4.39.4.1.3;Sports at School;481
4.39.4.1.4;Religion at School;481
4.39.4.2;Conclusions;482
4.39.4.3;Additional Resources;482
4.39.4.4;Tasks for Educators;483
4.39.4.4.1;1. Reflect on these questions:;483
4.39.4.4.2;2. What aspects of Polish culture mentioned in this chapter surprised you the most? Why?;483
4.39.4.4.3;3. How might you help a Polish student become a more active participant in class?;483
4.39.4.5;References;483
4.39.5;SECTION 9;486
4.39.5.1;UNITED STATES;486
4.40;CHAPTER 27;488
4.40.1;Culture, Language, and Schooling in the U.S.;488
4.40.1.1;Joy Egbert;488
4.40.1.2;Washington State University;488
4.40.1.3;Background;488
4.40.1.3.1;Demographics;489
4.40.1.3.2;Religion;490
4.40.1.3.3;History and Law;490
4.40.1.3.4;Economy;492
4.40.1.3.5;Education of ELLs;492
4.40.1.4;Culture;493
4.40.1.4.1;Personal Characteristics;493
4.40.2;Table 27.1. The U.S. Consumer;494
4.40.2.1;Famous People;495
4.40.2.2;Food;496
4.40.2.3;Contributions to the World;496
4.40.2.4;Other Customs;497
4.40.2.5;English in the U.S.;497
4.40.2.6;Ideas for Educators;498
4.40.2.7;Conclusions;499
4.40.2.8;Additional Resources;500
4.40.2.9;Tasks for Educators;500
4.40.2.9.1;1. Watch the American Tongues dialect videos available on YouTube. What surprised you? What applications does this information have for your diverse classroom?;500
4.40.2.9.2;2. Create a short video or presentation about the way you and your community express “American culture.” What are the artifacts and ideas that comprise it?;500
4.40.2.9.3;3. Read the seminal article by H. Miner (1956), “Body Ritual Among the Nacirema” (American Anthropologist, 58, 503–507 and available on the web). Plan how you might use this same idea of cultural description in your classroom.;500
4.40.2.9.4;4. How does your language use differ depending on the context you are in? How can you explain the differences?;500
4.40.2.10;References;501
4.40.2.11;About the Contributors;504
5;Back Cover;512