1. Immigrants living in the U.S. and the concept of Acculturation Spring 2007 Dr. Kroeger’s course Guest lecture by Dr. Karla Anhalt April 10, 2007; kanhalt@kent.edu

2. Issues pertaining to immigrants relevant to school practice Terms used to describe these students in a district may be interchangeable: Limited English Proficient; English Language Learner; Second Language Learner; Culturally and Linguistically Diverse Student Terms used to describe these students in a district may be interchangeable: Limited English Proficient; English Language Learner; Second Language Learner; Culturally and Linguistically Diverse Student Types of bilingualism Types of bilingualism Oral language vs. Written languageOral language vs. Written language Social language vs. Academic languageSocial language vs. Academic language

3. The immigrant population in the U.S. Since 1990, the LEP student population in the United States has grown by 105%, compared to a general student population growth of 12% (Kindler, 2002) Since 1990, the LEP student population in the United States has grown by 105%, compared to a general student population growth of 12% (Kindler, 2002) From Rhodes, Ochoa, & Ortiz (2005) From Rhodes, Ochoa, & Ortiz (2005) The LEP student population in the U.S. accounts for 9.3% of the total school-age populationThe LEP student population in the U.S. accounts for 9.3% of the total school-age population Students in the LEP population speak over 400 languagesStudents in the LEP population speak over 400 languages 77% are Spanish-speakers77% are Spanish-speakers

4. The current LEP student population in Ohio Many U.S. states that historically enrolled a low number of LEP students have experienced significant growth of this population in recent years. Many U.S. states that historically enrolled a low number of LEP students have experienced significant growth of this population in recent years. Ohio is one illustration of this trend.Ohio is one illustration of this trend. Although there has been a 15% decrease in total public school enrollment in Ohio since 1992, there has been an 87% increase in the Ohio LEP student population (National Clearinghouse for English Language Acquisition, 2004).Although there has been a 15% decrease in total public school enrollment in Ohio since 1992, there has been an 87% increase in the Ohio LEP student population (National Clearinghouse for English Language Acquisition, 2004).

5. ACCULTURATION “Process of cultural change that occurs in individuals when two cultures meet; it leads the individuals to adopt elements of another culture, such as values and social behaviors” (Sattler, 1998) “Process of cultural change that occurs in individuals when two cultures meet; it leads the individuals to adopt elements of another culture, such as values and social behaviors” (Sattler, 1998) Factors that affect the process of acculturation Factors that affect the process of acculturation History of migration experience—voluntary vs. involuntary immigrantsHistory of migration experience—voluntary vs. involuntary immigrants People forced to come against their will, people conquered People forced to come against their will, people conquered Distance from the culture and/or country of originDistance from the culture and/or country of origin For example, length of residence in the U.S., connections with country of origin For example, length of residence in the U.S., connections with country of origin

6. John Berry’s model of acculturation Two questions are key: Two questions are key: 1) Cultural maintenance—are cultural identity and characteristics considered important? Is the individual interested in maintaining culture of origin?1) Cultural maintenance—are cultural identity and characteristics considered important? Is the individual interested in maintaining culture of origin? 2) Contact and participation—are positive relations with the larger/dominant culture possible and wanted?2) Contact and participation—are positive relations with the larger/dominant culture possible and wanted?

7. Berry proposed four acculturation strategies (Berry, 1997) Assimilation Assimilation When individuals don’t wish to maintain their cultural identity and seek daily interaction with the majority/dominant cultureWhen individuals don’t wish to maintain their cultural identity and seek daily interaction with the majority/dominant culture Integration Integration A significant degree of cultural identity is maintained and full participation in dominant culture is sought and achievedA significant degree of cultural identity is maintained and full participation in dominant culture is sought and achieved Separation Separation When individuals place a value on maintaining their culture but avoid interaction with dominant/majority cultureWhen individuals place a value on maintaining their culture but avoid interaction with dominant/majority culture Marginalization Marginalization

8. ACCULTURATION (cont’d) Characteristics of current communityCharacteristics of current community Living primarily with individuals of same ethnicity? Living primarily with individuals of same ethnicity? Ties with immediate and extended familyTies with immediate and extended family Role of family’s power and authorityRole of family’s power and authority Language and customsLanguage and customs Stresses associated with acculturation Stresses associated with acculturation For new immigrants: leaving a “way of living” and loved ones behind and starting anewFor new immigrants: leaving a “way of living” and loved ones behind and starting anew Adapting to new language, new customs, new culture, ridicule for dress or speechAdapting to new language, new customs, new culture, ridicule for dress or speech Pressures from parents about maintaining culture of origin and new culturePressures from parents about maintaining culture of origin and new culture

9. References Berry, J.W. (1997). Immigrations, acculturation, and adaptation. Applied Psychology: An International Review, 46, 5-34. Berry, J.W. (1997). Immigrations, acculturation, and adaptation. Applied Psychology: An International Review, 46, 5-34. Kindler, A. K. (2002). Survey of the states’ limited English proficient students and available educational programs and services: 2000-2001 summary report. Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. Kindler, A. K. (2002). Survey of the states’ limited English proficient students and available educational programs and services: 2000-2001 summary report. Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. National Clearinghouse for English Language Acquisition. (2004, August). Ohio Rate of LEP growth: 1992/1993-2002/2003. Washington, DC: Author. Retrieved June 30, 2005, from http://www.ncela.gwu.edu/policy/states/reports/statedata/2002LEP/ National Clearinghouse for English Language Acquisition. (2004, August). Ohio Rate of LEP growth: 1992/1993-2002/2003. Washington, DC: Author. Retrieved June 30, 2005, from http://www.ncela.gwu.edu/policy/states/reports/statedata/2002LEP/ http://www.ncela.gwu.edu/policy/states/reports/statedata/2002LEP/ Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. New York: Guilford Press. Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. New York: Guilford Press. Sattler. J.M. (1998). Clinical and forensic interviewing of children and families: Guidelines for the mental health, education, pediatric, and child maltreatment fields (pp. 258-280). San Diego: Jerome Sattler, Inc. Sattler. J.M. (1998). Clinical and forensic interviewing of children and families: Guidelines for the mental health, education, pediatric, and child maltreatment fields (pp. 258-280). San Diego: Jerome Sattler, Inc.