ASIAN LANGUAGE AND CULTURE: IMPLICATIONS FOR ASSESSMENT AND INTERVENTION

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ASIAN LANGUAGE AND CULTURE: IMPLICATIONS FOR ASSESSMENT

AND INTERVENTION


Not on test 2:**

asha.org/practice/multicultural/phono information about the sound systems of various languages


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


Migration Information Resource (migrationpolicy.org)** (not on test 2)• Top 5 origin countries of immigrants:• 1) India• 2) China• 3) Philippines• 4) Vietnam• 5) Korea


Migration Information Resource (not on test)**

• Close to ½ of all Asian immigrants have settled in California, New York, and Texas

• Top 4 counties: LA, Santa Clara, Orange (in California) and Queens (New York)


Pew Research Center 2017:


Many Indians in the U.S. are Brahmin


Former student Harpreet:**• Lighter-skinned Indians in middle school would

not let her associate with them

• Bullied because she is darker and of a lower caste


Sonam R., 2016:** (Indian)• There is NO intermarriage between castes

• Girls are encouraged to stay home


II. CONTRASTNG BELIEFS, VALUES, AND PRACTICES**

TRADITIONAL ASIAN MAINSTREAM

Fatalism Personal control over envt.,

one’s fate

Tradition, living with Change, futurethe past orientation


TRADITIONAL ASIAN MAINSTREAM**

Group welfare Self actualization,privacy

Mutual interdependence Independence, indiv. autonomy

Hierarchy, rigid role status Equality, status determined by

achievement

Conformity Challenge authority


• TRADIT. ASIAN MAINSTREAM**

• Encourages continued Early indep.dependence on family encouraged

(older sibs HELP)

• Parent is authority; Parent gives choices• expects submission, indep. thinking • unquestioning obedienceencouraged

• Parents ask ch Parents ask ch• “What can you do to “What can I do to • help me?” help you?”


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


Having children is important—Fidela B., 2016, Laotian:**

• Under a lot of pressure to get married (she’s around 25)

• Mom: “Your eggs are dying.”


III. CUSTOMS, COURTESIES, VALUES**• A. Customs and Courtesies

• Hospitality

• Respect for elders, teachers, authority figures

• Modesty, humility


Air China, 6/16**


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:


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…**• We may have trouble getting families to

acknowledge disabilities and sign IEPs for special education services


V. ASIAN EDUCATION**• Hugely valued

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



• Over the past decade, the # of Asian students in the U.S. has more than doubled

• 486% increase in Chinese students

• 1,739% increase in Saudi Arabian students

• 530% increase in students from Kuwait


California Educator—Asians in the U.S. have the highest rates of:


However, in California: (California Educator continued)


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)**

•Long days, but lots of recess (in Asian schools)

•3x more American than Asian mothers “very satisfied” w/ their ch’s progress

•U.S. ch ranked themselves much higher than Chinese Ch, even though Chinese Ch ahead academically in all subjects


• When asked what they’d wish for:


Abboud & Kim (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**

A. Introduction

Many languages have numerous dialects


Some Languages are Tonal**

• Khmer (Cambodia), 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…**

• The charts on pp. 134-135

• Chart p. 132 not on test


Linguistically…


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

• Bengali• Chinese Malay• East Punjabi Sindhi• English Teluga• Hindi Thai• Japanese Korean• Java



• Top languages spoken by Asian immigrants:

• Chinese, Tagalog, Vietnamese, Korean, Hindi, Arabic, Urdu, Persian, Telugu, Gujarathi


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


• Teach Asian ch “home” and “school” rules for talking**

• Analyze expressive lang skills by evaluating writing, not speaking (quiet in class)

• Some families dislike “game” format of tx—prefer structured drill activities


To, Stokes, Cheung, & T’sou (Journal of Speech, Language, and Hearing Research) Narrative

assessment for Cantonese-speaking children.**• 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)


The researchers found that:


These children also…


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…**

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

•In recent years, this has increased to 41,455 (69% increase)


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 from this class)**

• Grew up in Sacto on welfare

• Education not important—you’re just going to work in rice fields

• Laotians ↑st prison population of Asians

• Don’t ever look an adult in the face


Tasha (Laos; continued)


I have found that Asians…**• Are generally terrific to

work with

• Very appreciative

• If they understand WHY, they will do carry over


Please take out your Simply Brilliant book…**

• With friends nearby, decide which patterns constitute a difference and a disorder

ASIAN LANGUAGE AND CULTURE: IMPLICATIONS FOR ASSESSMENT AND INTERVENTION

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