Views from Inside (eBook)

Front Cover 1
Views From Inside 2
Languages, Cultures, and Schooling for K–12 Educators 2
A Volume in Literacy, Language, and Learning 2
Series Editor: 2
Wen Ma, Le Moyne College 2
CONTENTS 8
SECTION 1: INTRODUCTION TO CULTURE AND LANGUAGE 8
1. Understanding Culture and Language in Education 8
SECTION 2: ARAB AND PERSIAN REGION 8
2. The Gulf Region 8
3. Middle East 8
4. Islamic Republic of Iran/Persia 8
SECTION 3: NORTH/CENTRAL AMERICAN REGION 8
5. Mexico 8
6. Puerto Rico 8
7. Nicaragua 8
SECTION 4: SOUTH AMERICAN REGION 9
8. Argentina 9
9. Brazil 9
10. Peru: A Nation of Contrasts, Diversity, and Complexity 9
SECTION 5: SOUTHEAST ASIAN REGION 9
11. Vietnam 9
12. India 9
13. Bangladesh 9
14. Pakistan 9
15. Philippines: Being Filipino 9
SECTION 6: ASIAN REGION 9
16. China 9
17. Taiwan for Teachers 9
18. Japan 9
19. Korea 9
SECTION 7: AFRICAN REGION 9
20. North Africa 9
21. Nigeria 9
22. The Democratic Republic of the Congo: A Case for Hope 10
23. English Language, Literacy, and Culture: The Case of Angola 10
SECTION 8: EUROPEAN REGION 10
24. A Glimpse Into Russia History, Culture, and Language 10
25. Ukraine 10
26. Poland 10
SECTION 9: UNITED STATES 10
27. Culture, Language, and Schooling in the United States 10
Literacy, Language, and Learning 3
Views From Inside 6
Languages, Cultures, and Schooling for K–12 Educators 6
Edited by 6
Joy Egbert and Gisela Ernst-Slavit Washington State University 6
Information Age Publishing, Inc. 6
Charlotte, North Carolina • www.infoagepub.com 6
Dedications 12
Acknowledgments 12
Preface 14
Joy Egbert 14
Washington State University 14
Table P.1. Some IPA Symbols and Sounds 16
SECTION 1 18
INTRODUCTION TO CULTURE AND LANGUAGE 18
CHAPTER 1 20
Understanding Culture and Language in Education 20
Gisela Ernst-Slavit 20
Washington State University Vancouver 20
What Is Culture? 20
How Do Classrooms Reflect Culture? 22
Language as a Mirror of Culture 25
Linguistic Diversity in the U.S. 26
Table 1.2. Most Commonly Spoken Home Languages Other Than English in the United States 26
Why Culture and Language Are Important for Teachers to Know About 28
Cultural Competence 29
Equal or Equitable? 29
Promising Approaches and Pedagogical Practices That Affirm Cultural Diversity 30
Multicultural Education 31
Culturally Responsive Teaching 32
The Funds of Knowledge Approach 33
Useful Terminology 34
Acculturation 34
Cultural Assimilation 34
Cultural Determinism 34
Cultural Pluralism 35
Cultural Relativism 35
Culture Shock 35
Cultural Universals 36
Ethnicity 36
Ethnocentrism 36
Hidden Curriculum 37
Hybridity 37
School Culture 38
Syncretism 38
Transculturality 38
Conclusions 38
Additional Resources 39
Tasks for Educators 40
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
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
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
References 40
Table 1.1. Characteristics of Culture 23
Table 1.1. (Continued) 24
SECTION 2 42
ARAB AND PERSIAN REGION 42
CHAPTER 2 44
The Gulf Region 44
Abir El Shaban 44
Washington State University 44
Rana Raddawi 44
American University of Sharjah, United Arab Emirates 44
Jacqueline Tanner 44
University of Siegen in Germany 44
Background 45
The Kingdom of Saudi Arabia (KSA) 45
The United Arab Emirates 46
Kuwait 46
The Kingdom of Bahrain 46
Qatar 47
The Sultanate of Oman 47
Culture, Language, Islam, and the GCC 47
Islam 48
Social Relations 48
The Arab Gulf Traditional Customs 49
Figure 2. 1. Example of men’s traditional Khaliji dress. 49
Figure 2. 2. Example of men’s traditional Khaliji dress. 50
Traditional Food 50
Music 51
Arabic Language 51
Education and Schooling in the Gulf Region 53
Expectations of Educators in the GCC 54
Ideas for Educators 56
Other Points for Educators to Consider 57
Conclusions 58
Additional Resources 59
Tasks for Educators 59
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
2. To what extent might the cultural differences between Americans and GCC students affect the learning environment for Arab learners? 59
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. 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
5. Using a Venn diagram, list the differences and the similarities between your culture and the GCC. 59
6. Work with a partner and try to recall as many Arabic words and phrases as possible. 59
References 59
CHAPTER 3 62
The Middle East 62
Raed Alsawaier 62
Washington State University 62
Background 62
Demographics and Geography 63
Middle Eastern Cultures and History 64
Religion 64
Egypt 64
Lebanon 64
Jordan 64
Syria 65
Literacy and Reading 65
The Schooling System 66
Morals and Folkways 66
Language 67
Table 3.1. Arabic Vowels With English Pronunciations 68
Table 3.2. English Vowels Not Used in Arabic 68
Table 3.3. English Consonants Not Used in Arabic Language 68
Ideas for Educators 69
Pedagogy 69
Relevant Learning Content 69
Establishing Connections 70
Culturally Sensitive Topics 70
Conclusions 71
Additional Resources 72
Tasks for Teachers 72
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
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?
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
References 73
Table 3.4. Common Arabic Phrases 71
CHAPTER 4 76
Islamic Republic of Iran/Persia 76
Seyed Abdollah Shahrokni 76
Washington State University 76
Background 76
Geography 77
Ethnicity 77
Religion 77
Flag 78
History 78
Culture 79
National Traditions 79
Yalda Night 80
Nowruz 80
Muharram 81
Literature 81
Science and Technology 82
Arts 82
Education 83
Elementary Education 83
Secondary Education 83
Language 84
Persian Alphabet 84
A Feel for Iran 85
Hospitality 85
Ta’arof (Politeness) 85
Family 86
Respect for Parents and Elders 86
Islamic Regulations 86
Socialization 86
Learning Skills to Achieve Individual Success 87
Living in the United States 87
Ideas for Educators 88
Conclusions 88
Acknowledgments 88
Additional Resources 89
References 89
Section 3 92
NORTH/CENTRAL AMERICAN REGION 92
CHAPTER 5 94
México 94
María Isabel Morales 94
The Evergreen State College 94
Brenda L. Barrio 94
Washington State University 94
Background 95
Identity and TERMINOLOGY 96
Brief History of Mexico 98
Figure 5. 1. Paquime archaeological zone, Casas Grandes, Chihuahua. 98
Mexican American History 99
Culture 101
People 101
Indigenous Peoples 102
Race and Ethnicity as Discussion Topic 102
Family Structure 102
Identity 103
States and Regions 103
Educational Systems and Practices 103
Traditions and Customs 104
Figure 5. 2. Rich local spices. 105
Values 105
Unacceptable Behaviors in Mexico 106
Impact of Religion on Culture 106
Important Days and Holidays 107
Languages and Literacies 108
Characteristics of the Spanish Language 108
Table 5.1. Spanish (Mexico) Alphabet With English Letter Names 109
Ideas for Educators 109
Home/school Relations 109
Table 5.2. Common Phrases in Spanish (Mexico) 110
Conclusions 111
Additional Resources 112
Tasks for Educators 112
1. Reflect on these questions: 112
2. Explore your students’ backgrounds and family histories by inviting a family member as a storyteller for your class. 112
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. Attend an activity, event, or festival in your student’s community to learn more about their culture, traditions, and customs. 113
References 113
CHAPTER 6 116
Puerto Rico 116
Gladys R. Capella Noya and Elsie Candelaria Sosa 116
University of Puerto Rico 116
Background 117
Culture 121
People and Interests 121
Gender Roles 123
Diversity and Racism 123
Religion 124
Pedagogy 125
Figure 6. 1. Yeraisy Cruz Peña and Sherlyn Coco Matos working in an art project in a school in Puerto Rico. 125
Politics 126
Languages and Literacies 126
Ideas for Educators 129
Conclusions 129
Additional Resources 130
Tasks for Educators 130
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
2. How can you honor within your classroom the Puerto Rican family values of interdependency and intergenerational continuity? 130
3. Read one of these recommended texts and create a task or activity for your peers or students: 130
References 131
CHAPTER 7 134
Nicaragua 134
Desirée Pallais 134
University of Texas–Austin 134
Ilana Umansky 134
University of Oregon 134
Background 135
Demographics 135
History 136
Geography 137
Emigration to the U.S. 137
Education 138
Culture 139
A Land of Poets and Writers 139
Reading 140
Music and Dance 140
Family Life 141
Cultural Traits 141
Religion 142
Holidays 142
Food 143
Languages and Literacies 143
Characteristics of Nicaraguan Spanish 143
Table 7.1. Influence of Nahuatl in Common Nicaraguan Words From Mántica (2007) 144
Table 7.2. Common Nicaraguan Idioms From Mántica (2007) 145
English Creole and Miskito 145
Ideas for Educators 146
1. Provide Instruction in School Norms 146
2. Develop Student Participation 147
3. Explore Home Literacies 147
4. Involve Families 147
5. Explore Potential Family Assets That May Support School Expectations 147
6. Compensate for the Possible Scarcity of Books at Home 148
7. Identify Possible Weak or Interrupted Schooling 148
Conclusions 148
Additional Resources 149
Tasks for Educators 149
1. Consider your answers to these questions: 149
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
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. What features of Nicaraguan culture did you find interesting and why? 149
5. What aspects of Nicaraguan life and history might explain some classroom behaviors for children who immigrate to the U.S.? 150
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
7. What are some changes to your instruction that you are thinking of implementing as a result of reading this chapter? 150
References 150
SECTION 4 152
SOUTH AMERICAN REGION 152
CHAPTER 8 154
Argentina 154
Sandra Mercuri 154
Educational Consultant 154
Sandra I. Musanti 154
University of Texas–Rio Grande Valley 154
Background 155
Ethnicity and Immigration 156
Culture 157
Traditions and Religion 158
The Role of Public Education 159
School Culture 160
Languages and Literacies 161
Table 8.1. Sample Dialect Differences in Spanish 163
Ideas for Educators 163
Figure 8. 1. Vintage yerba mate gourd and bombilla (slotted straw). 166
Conclusions 165
Additional Resources 166
Tasks for Educators 167
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
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
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
References 167
CHAPTER 9 170
Brazil and Brazilian Students in the U.S. 170
Eliane Rubinstein-Ávila and Adriana Picoral 170
University of Arizona 170
Background 171
Geography and Diversity 171
Complex and Tumultuous History 172
Race and Race Relations 172
People 172
Family Relationships 173
Foods 173
Language 174
Body Language, Dress, and Appearance 175
Religions 176
Immigration of Brazilians to the U.S. 176
Important Dates and Holidays 176
Carnival 177
Easter 177
Dia de Sao Joao—Festas Junina [June Festivals] 177
Christmas 177
New Year’s Eve 178
Our Lady of Aparecida/Children’s Day 178
Other Holidays 178
Nonofficial Holidays 178
Ideas for Educators 178
Conclusions 179
Additional Resources 180
Tasks for Educators 180
Finding the Origins and Roots of Our Practices 180
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
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?
3. Did your family carry on that practice before they lived in the U.S.? 181
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
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
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
References 181
CHAPTER 10 184
Peru 184
Gisela Ernst-Slavit 184
Washington State University Vancouver 184
Background 185
Geography 185
History 185
Education and Culture 187
Education and Socialization 187
Figure 10. 1. Julia carrying her 19-month son in Cupiche, 30 miles away from Lima.  187
Religion 189
Naming Practices 189
Food Traditions 190
Languages, Literacy, and Numeracy 190
Table 10.1. 192
Language Transfer Issues 192
Numeracy 192
Table 10.2. Common Errors Made by Spanish-Speaking Students Learning English 193
Ideas for Educators 193
Table 10.3. Differences Between Mathematics  in Peru and in the United States 194
Conclusions 196
Additional Resources 196
Children’s Books on Peru 197
Tasks for Educators 197
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
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
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. 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
References 198
section 5 200
SOUTHEAST REGION 200
CHAPTER 11 202
Vietnam 202
Eric Ambroso 202
Arizona State University 202
Nguy?n Th? Thu ?i?p 202
Da Nang University 202
Background 203
Chinese Influence 203
Table 11.1. Examples of Vietnamese and Mandarin Chinese Similarities 204
Buddhism in Vietnam 205
Regional Differences 205
Education 206
Culture 207
Behaviors 207
Values 208
Important Holidays 209
T?t 209
T?t Trung Thu (Mid-Autumn Festival) 209
Vietnamese Scholars 210
Ho Chi Minh (1890–1969) 210
Nguyen Du (1766–1820) 210
Languages and Literacies 210
Table 11.2. Vietnamese Tones 211
Ideas for Educators 212
Table 11.3. Common Words in Vietnamese 213
Conclusions 214
Additional Resources 215
Tasks for Educators 215
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
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
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
References 215
CHAPTER 12 218
India 218
Rani Muthukrishnan and Sreejith Thankappan 218
Washington State University 218
Background 219
Geography 219
History 220
Culture 221
Religion 221
People 221
Ethnicity and Tribes 222
Caste System 222
Traditional Clothes 223
Unacceptable Behaviors to Indian People 223
Values 224
Important Holidays 224
Schooling 225
Language and Literacy 226
Challenges for Indian English Language Learners 226
Common Greeting Words in Hindi 227
Ideas for Educators 227
Working With Families 228
Table 12.1. Greeting Words in Hindi 228
Conclusions 229
Additional Resources 230
Tasks for Educators 230
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
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
3. What do children in India like to do in their free time? How can you find out? 230
References 230
CHAPTER 13 234
Bangladesh 234
Shampa Biswas 234
Washington State University 234
Sayeeda Rahman 234
American International University Bangladesh 234
Raihan Sharif 234
Washington State University 234
Background 235
Culture 237
Languages and Literacies 238
Ideas for Educators 240
Conclusions 242
Additional Resources 242
Tasks for Educators 242
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
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
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
References 243
CHAPTER 14 246
Pakistan 246
Tariq Akmal 246
Washington State University 246
Romella Husain 246
Poolesville High School, Maryland 246
Background 247
History 247
Culture 249
People 249
Religion 249
Greetings 250
Family and Family Names 251
Orientation to Time 252
Relationships and Communication 253
Dress 254
Literacy and Education 255
Languages 255
Characteristics of the Urdu Language 256
Table 14.1. The Basic Urdu Alphabet With English Sounds (Written Right to Left Here) 257
Ideas for Educators 258
Table 14.2. Common Phrases in Urdu That Educators Can Learn and Use 259
Misconceptions and Stereotypes 259
Gender 259
Personal Space and Physical Contact 260
Eye Contact 261
Curricular Adaptations 262
Conclusions 263
Additional Resources 263
Tasks for Educators 264
1. Reflect on these questions: 264
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
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. 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
References 264
CHAPTER 15 266
Philippines 266
Jeom Ja Yeo 266
University of Washington 266
Background 267
Culture 269
Languages and Literacies 272
Table 15.1. Semantic Changes in Philippine English 274
Ideas for Educators 276
Conclusions 277
Additional Resources 277
Tasks for Educators 278
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
2. Create a lesson that plays to the multilingual strengths of Filipino students. What would the lesson include? 278
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
References 278
SECTION 6 282
ASIAN REGION 282
CHAPTER 16 284
China 284
Congcong Wang 284
University of Northern Iowa 284
Tingting Wang 284
Princeton University 284
Background 285
History 285
Schooling in China 290
Culture 292
People 293
Chinese Traditional Values 294
Chinese Foods 295
Unacceptable Behaviors in China 295
Important Days and Holidays 297
Religion 298
Chinese Inventions 298
Languages and Literacies 299
Written Chinese 299
Spoken Chinese 300
Uninflected Language 300
Cultural Connotations in Chinese 301
Ideas for Teachers 301
Conclusions 303
Additional Resources 303
Tasks for Educators 304
1. Answer the following questions: 304
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
3. What are your perceptions of Chinese language and culture before and after reading this chapter? 304
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
References 304
CHAPTER 17 306
Taiwan for Teachers 306
David Herman and Aichia Chang 306
Washington State University 306
Background 308
Schooling 309
Culture 311
Values 311
Food 312
Languages and Literacies 312
Chinese Language System 314
Table 17.1. Common Phrases in Mandarin 315
Table 17.2. Text Teaching Process in Taiwan 316
Ideas for Educators 316
National Identity 316
High Expectations and Competition 317
Educational Expectations 317
Names 318
Negative Transfer 318
Conclusions 319
Additional Resources 319
Tasks for Educators 320
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
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
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...
References 320
Table 18.1. Useful Expressions in Japanese 335
CHAPTER 18 322
Japan 322
Saeun Lee 322
Washington State University 322
Leslie Huff 322
Background 322
History 323
Modern Day 325
Culture 326
People 326
Religion 327
Values 328
Holidays 329
Traditional Clothes 329
Behaviors/Manners 330
Schooling  330
Languages and Literacies 332
Characteristics of Japanese 332
Ideas for Educators 334
Listening Participation 334
Student and Teacher Roles 334
Dialogue Journals 334
The Choice of Questions 336
Classmate Assistant 336
Integrate Culture in Class 336
Focus Instruction on Common Language Difficulties 337
Invite Parents for Tea 337
Conclusions 337
Additional Resources  338
Tasks for Educators  338
1. Consider your answers to these questions: 338
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
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. 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
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
References 339
CHAPTER 19 342
Korea 342
Hyun-Gyung Lee and Saeun Lee 342
Washington State University 342
Background 342
Geography and History 343
Demographic Information 344
Culture 345
Philosophy, Religion, and Values 345
Confucian Philosophy and Values 345
Diverse Religions 347
Educational System and Practices 348
Educational System 349
Educational Practices 349
Ideas for Educators 351
Greetings 351
Name and Title 352
Traditional Dress 352
Dining 352
Celebrations 352
Languages and Literacies 353
Characteristics of the Korean Language 353
Table 19.1. The Korean Hangul Alphabet 354
Differences Between English and Korean 354
Challenges for Korean-Speaking Students When Learning English 355
Grammar 355
Pronunciation and Listening 355
Academic Writing 356
Vocabulary 356
Useful Phrases in Korean 356
Ideas for Educators 356
Table 19.2. Useful Expressions in Korean 357
Communication 357
Classroom Participation 357
Parent Involvement 358
Motivation 358
Oral Communication 359
Academic Writing 359
Reading 359
Conclusions 360
Additional Resources 360
Tasks for Educators 361
1. What might you need to do to help ELLs from Korean-speaking backgrounds learn to use English in your classroom? 361
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
3. How have your perceptions of Korean students and culture changed after reading this chapter? Discuss. 361
4. Find a video or audio clip about the Korean education system. Share it with others and discuss what you learned. 361
References 361
SECTION 7 364
African region 364
CHAPTER 20 366
Working With Students From North Africa 366
Omran Akasha and Mohamed ElHess 366
Washington State University 366
Background 367
History 367
Schooling 368
Culture 370
People 370
Ethnicity and Tribes 372
Traditional Clothes 372
Acceptable and Unacceptable Behaviors 373
Values and Beliefs 374
Impact of Religion 375
Important Days and Holidays 375
Ramadan 376
Eid-ul-Fitr (Festival of Fast-breaking) 376
Eid ul Udha 377
Food 377
Language 378
Characteristic of the Arabic Language 378
Table 20.1. Arabic Alphabet With English Sounds (Starts With the Letter Alif and Ends With Yaa) 378
Table 20.2. Common Words in Arabic 379
Ideas for Educators 380
Stereotypes 380
Home/School Relations 380
Family Relationships 380
Arab/American Peer Relations 381
Working in Groups 381
Reading and Critical Thinking 381
Curricular Issues 382
Conclusions 382
Additional Resources 383
Tasks for Educators 383
1. Use this chapter and other resources to answer these questions: 383
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
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. Reading is an essential part of education in the U.S. How might you interest Arabic-speaking students in reading more? 384
References 384
CHAPTER 21 386
Nigeria 386
Nathaniel Hunsu 386
University of Georgia 386
Olusola Adesope 386
Washington State University 386
Background 387
Culture 388
Languages 388
Family Life 389
Family Structure and Customs 389
Marriage 390
Religion 390
Clothing 391
Food 391
Other Customs 392
Greetings and Etiquette 392
Haggling 392
Conflict Resolution 393
Education 393
Ideas for Educators 395
Conclusions 396
Additional Resources 396
Tasks for Educators 397
1. What are some of the challenges that Nigerian students, fluent in English, might experience in U.S. schools? 397
2. Interview a student or adult from Nigeria. Ask what types of challenges they have in communicating with others in the United States. 397
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. Why do you think the speaker in the video in question #3 states that there is never a single story about any place? 397
References 397
CHAPTER 22 400
The Democratic Republic of the Congo 400
Kristen L. Pratt 400
Washington State University 400
Rose Lusangi Phambu 400
Luila Village Ministries 400
Background 401
Politics and Education—A History 402
Educational Contexts in the DRC 404
The Educator 406
Figure 22. 1. Teachers in a local village in the DRC receiving professional development training. 407
The Student 408
Figure 22. 2. Boys with talc on their heads celebrating and playing games. 410
Language and Culture in the DRC 411
Lingala 411
Figure 22. 3. Lingala alphabet and pronunciation. 412
Body Language 412
Food 413
Figure 22. 4. Cassava root wrapped and steamed and ready for eating. 414
Family Life 414
Ideas for Educators 415
Conclusions 416
Additional Resources 416
Tasks for Educators 417
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
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
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
Resources 417
References 418
CHAPTER 23 420
English Language, Literacy, and Culture 420
Nicolau N. Manuel 420
Agostinho Neto University, Angola 420
Pamela J. Bettis 420
Washington State University 420
Background 421
Culture, Religion, and History 423
Marriage, Kinship, Sexuality, and Gender Dynamics 423
Learning and the Legacy of Colonialism 424
Angolan Holidays 425
Languages and Literacies 425
Table 23.1. The Portuguese Alphabet With Sounds 428
Conclusions 429
Additional Resources 429
Tasks for Educators 430
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
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
3. How might you help Angolan students understand U.S. culture, particularly when it conflicts with their native culture? 430
References 430
SECTION 8 432
EUROPEAN REGION 432
CHAPTER 24 434
A Glimpse Into Russian History, Culture, and Language 434
Yuliya Ardasheva 434
Washington State University 434
Alexei Kochetov 434
University of Toronto 434
Background 435
History 435
Russian Contributions to the World 437
Russian Culture 438
Ethnic, Religious, and Linguistic Composition 438
Mainstream Values 439
Table 24.1. American and Russian Mainstream Values Contrasted 440
Patterns of Communication 439
Family Composition and “Nomenclature” 441


3. Last name: Family name, traditionally that of the husband (e.g., Polikarpova). 441
Russian Cuisine Over the 12 Time Zones 441
Education 443
Russian Language 444
Differences From and Similarities to English 444
Sound System and Pronunciation 445
The Writing System 446
The Grammatical System 446
Language in Context 447
Conclusions 447
Tasks for Educators 448
1. Discuss these questions with your colleagues/peers: 448
2. Develop ways to use the resources listed below to engage your Russian students and their families. 448
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. Do a research scavenger hunt on the topics that are missing in the chapter yet are of interest. 448
5. Conduct a community study by visiting local Russian businesses and community gatherings. 448
6. Interview Russian families about their histories, beliefs, and values. 448
Additional Resources 448
References 449
CHAPTER 25 452
Ukraine 452
Nataliia Borysenko and Petro Borysenko 452
Kyiv Taras Shevchenko National University 452
Background 453
Geography 453
Figure 25. 1. Map of Ukraine and surroundings (Savchuk, 2016). 454
Demographics 453
History 454
Figure 25. 2. Holodomor Memorial, Kyiv, Ukraine. 456
Culture 456
Ukrainian Identity 456
Cultural Characteristics 458
Superstitions 460
Food 461
Figure 25. 3. Traditional Ukrainian pich. 462
Figure 25. 4. Traditional Ukrainian meals. 463
Famous Ukrainians 464
Figure 25. 5. Famous Ukrainian boxers (Klitschko brothers, 2016). 465
Language 466
Conclusions 468
Additional Resources 468
Tasks for Educators 468
1. Consider your responses to these questions: 468
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
3. How might you address conflicts between Ukrainian students (and their families) with different perspectives on Russia? 468
References 469
CHAPTER 26 470
Poland 470
Justyna Hjeltness 470
Washington State University 470
Background 470
History 471
Religion 472
Emigration 472
Culture 472
National Pride 472
Societal Norms 473
Cuisine 474
Traditional Costumes 475
Holidays 475
Architecture 475
Idea of Gospodarz (Landowner) 476
Polish Proverbs 476
Education 476
Educational System 477
Languages and Literacies 477
Important Aspects of Polish Language 478
Directness 478
Grammar 478
Polish Alphabet and Pronunciation 479
Table 26.1. Polish Alphabet and Letter Pronunciation, Single Letters 479
Word Stress 479
Table 26.2. Double Letters 480
Table 26.3. Common Polish Expressions 480
Ideas for Educators 480
Polish Americans and Community Dynamics 480
School/Home Relations 481
Sports at School 481
Religion at School 481
Conclusions 482
Additional Resources 482
Tasks for Educators 483
1. Reflect on these questions: 483
2. What aspects of Polish culture mentioned in this chapter surprised you the most? Why? 483
3. How might you help a Polish student become a more active participant in class? 483
References 483
SECTION 9 486
UNITED STATES 486
CHAPTER 27 488
Culture, Language, and Schooling in the U.S. 488
Joy Egbert 488
Washington State University 488
Background 488
Demographics 489
Religion 490
History and Law 490
Economy 492
Education of ELLs 492
Culture 493
Personal Characteristics 493
Table 27.1. The U.S. Consumer 494
Famous People 495
Food 496
Contributions to the World 496
Other Customs 497
English in the U.S. 497
Ideas for Educators 498
Conclusions 499
Additional Resources 500
Tasks for Educators 500
1. Watch the American Tongues dialect videos available on YouTube. What surprised you? What applications does this information have for your diverse classroom? 500
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
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. How does your language use differ depending on the context you are in? How can you explain the differences? 500
References 501
About the Contributors 504
Back Cover 512