Asian language and culture implications for assessment and intervention
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ASIAN LANGUAGE AND CULTURE: IMPLICATIONS FOR ASSESSMENT AND INTERVENTION. I. INTRODUCTION AND BACKGROUND**. ORIGINS: East Asia (Japan, Korea, China) Southeast Asia (Philippines, Laos, Cambodia, Thailand, Indonesia, Singapore, Burma, Vietnam, Malaysia)

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ASIAN LANGUAGE AND CULTURE: IMPLICATIONS FOR ASSESSMENT AND INTERVENTION

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Asian language and culture implications for assessment and intervention

ASIAN LANGUAGE AND CULTURE: IMPLICATIONS FOR ASSESSMENT AND INTERVENTION


Asian language and culture implications for assessment and intervention

I. INTRODUCTION AND BACKGROUND**

  • ORIGINS:

  • East Asia (Japan, Korea, China)

  • Southeast Asia (Philippines, Laos, Cambodia, Thailand, Indonesia, Singapore, Burma, Vietnam, Malaysia)

  • South Asia (Pakistan, India, Sri Lanka)

  • KEY RELIGIONS: Buddhism, Taoism, Confucianism


Asian language and culture implications for assessment and intervention

Southeast Asia:


Between the years 2000 2010

Between the years 2000-2010: **

  • 46% growth in the U.S. Asian population—more than any other racial group

  • Chinese largest, Filipinos second largest

  • Among Asian children and youth, more than 80% are children of immigrants


Overall average income level in u s

Overall average income level in U.S.**

  • Is highest for Asians

  • Asian Indians 2011 median income = $92,418


One problem for asians

One problem for Asians…**

  • “model minority”

  • Needs may go unrecognized, unmet


Many indians in the u s are brahmin

Many Indians in the U.S. are Brahmin


Ii contrastng beliefs values and practices

II. CONTRASTNG BELIEFS, VALUES, AND PRACTICES**

TRADITIONAL ASIANMAINSTREAM

FatalismPersonal control over envt., one’s fate

Tradition, living with Change, future

the pastorientation


Asian language and culture implications for assessment and intervention

TRADITIONAL ASIANMAINSTREAM**

Group welfareSelf actualization,

privacy

Mutual interdependenceIndependence, indiv. autonomy

Hierarchy, rigid role statusEquality, status determined by achievement

ConformityChallenge authority


Asian language and culture implications for assessment and intervention

  • TRADIT. ASIANMAINSTREAM


For children many asian families believe in contrast to traditional u s families

For children, many Asian families believe (in contrast to traditional U.S. families)


Iii customs courtesies values

III. CUSTOMS, COURTESIES, VALUES**

  • A. Customs and Courtesies

  • Hospitality

  • Modesty, humility

  • Respect for elders, teachers, authority figures


B communication styles

B. Communication Styles**

  • Formal rules of communication propriety based on relative status of interlocutors

  • May be considered appropriate to ask personal questions

  • Indirectness often the norm re: touchy subjects

  • Some Asians may smile or laugh when embarrassed or angry


For example key filipino cultural values

For example, key Filipino cultural values:


Iv health care and disabilities

IV. HEALTH CARE AND DISABILITIES**

Visible vs. invisible disabilities

Disabilities fate, karma, sins committed by ancestors

Families may be ashamed to bring a child for help if his/her disability represents sins committed by parents/ancestors


As slps

As SLPs…**

  • We may have trouble getting families to acknowledge disabilities and sign IEPs for special education services

  • What can we do when this happens?


V asian education

V. ASIAN EDUCATION**

  • Hugely valued

  • In 2011, 50% of Asians 25 yrs. and older had a Bachelor’s degree or higher compared with 28.5% of all Americans

  • Asian children attend preschool at a higher rate than other groups


In most asian countries there is

In most Asian countries, there is:**

  • Great respect for teachers

  • Heavy reliance on rote learning, memorization

  • Teachers are very authoritarian

  • Class is formal; teachers lecture

  • Teachers don’t admit mistakes


Differences asian and american schools stevenson compared beijing chicago

Differences--Asian and American Schools (Stevenson—compared Beijing & Chicago)


Asian language and culture implications for assessment and intervention

  • When asked what they’d wish for:


Abboud kim 2007 cited in text

Abboud & Kim 2007 (cited in text):**

  • Role of Asian children in families: 1) respect elders and obey parents, 2) work hard and do well in school to secure a bright future

  • Many Asian parents work hard all day and morph into educators at night—that is their role

  • Asian parents put academics first, while other parents often put sports/athletics first; kids are too tired to study


Vi asian language considerations

VI. ASIAN LANGUAGE CONSIDERATIONS**

  • Introduction

    Many languages have numerous dialects


Some languages are tonal

Some Languages are Tonal**

  • Khmer, Japanese, Korean not tonal languages

  • Vietnamese, Chinese, Laotian are tonal; each tone represents a meaning change

  • Vietnamese has 6 tones, for example


Please know in detail

Please know in detail…

  • The charts on pp.

  • The chart on p. is not on the test 


Linguistically

Linguistically…


For example in singapore people speak don t need to memo each lang for exam

For example, in Singapore, people speak: (don’t need to memo each lang. for exam)**

  • Bengali

  • ChineseMalay

  • East PunjabiSindhi

  • EnglishTeluga

  • HindiThai

  • JapaneseKorean

  • Java


Vii implications for professionals

VII. IMPLICATIONS FOR PROFESSIONALS**

  • We may need to address the husband first because the wife is subordinate

  • It may be disgraceful for the family to admit to or discuss a child’s disability; entire family lineage disgraced—intervention may be rejected

  • Some families do not believe that it is important to talk with young children and babies; may not be open to early intervention


Asian language and culture implications for assessment and intervention

Narrative skills strong predictors of later language outcomes

This study attempted to create some norms for evaluating narrative skills of Cantonese-speaking children

Studied typically-developing subjects and those with specific language impairment (SLI)

To, Stokes, Cheung, & T’sou (June 2010 Journal of Speech, Language, and Hearing Research) Narrative assessment for Cantonese-speaking children.**


The researchers found that

The researchers found that:


These children also

These children also…


So we know that

So we know that…**

  • Assessment of children’s narrative skills is very promising  differentiating lang. difference from LI


It is important for us to understand filipinos

It is important for us to understand Filipinos…**

In 2000, there were 24,516 Filipinos in Sacramento County

  • In 2012, this had increased to 41,455 (69% increase)


Former students from this class

Former students from this class:

  • Filipinos predominantly Roman Catholic—enlist help of priest, church members

  • Family--huge sacrifices to come to U.S. for a better life for Ch

  • 150 dialects


Tasha ketphanh laos former student in this class

Tasha Ketphanh—Laos: (former student in this class)


Tasha laos continued

Tasha (Laos; continued)


I have found that asians

I have found that Asians…**

  • Are generally terrific to work with

  • Very appreciative

  • If they understand WHY, they will do carry over


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