Qhsun Diagram For Unit Two 1 Introduction of the issue

qhsun

Diagram For Unit Two

1

Introduction of the issue

qhsun

Paragraph one (Arguments from a surface view)• How does the author introduced the issue that is

discussed in the text?

qhsun

Paragraph one

• The issue is introduced by the author through citing the examples of two schools– One is the San Fernado Elementary School.– The other is Glenwood Elementary School

• What is the attitude of people in the district of San Fernado Elementary School to bilingual education?

• What is the attitude of people in the district of Glenwood Elementary School to bilingual education?

qhsun

Paragraph one

• Why can we say that the people in the district of San Fernado Elementary School take bilingual education as panacea?

• And why can we say that the people in the district of Glenwood Elementary School take bilingual education as anathema?

qhsun

Paragraph one

• The reasons that San Fernado Elementary School take bilingual education as panacea are.– 1. Binlingual education enjoys a virtually a religious

status. (people in the district believe in bilingual education as they believe in the own religion)

– 2. Binlingual is seen as panacea for the generally poor performance of hispanic children in public schools.

qhsun

Paragraph one

• The reasons that Glenwood Elementary School take bilingual education as anathema are.– 1. political model to some, notorious to others (by

narrator).– 2. Hispanic demonstrators shouting racist, carrying

signs printed “KKK”, picketed outside of the school.– 3. teachers outspoken in the view that bilingual

education:• is a fraud, a trick played on inncent children.• is a failure that will deprive minority children of

equal share in the promise of American life.

qhsun


21


qhsun

Paragraph two

• What is the connection between the issue and the example of the two schools in the first paragraph?

• What is the author’s statement about the issue now and along the history?

qhsun

Paragraph two

• The example of two schools represents both sides of the issue for 20 years which is now become more acrimonious than ever.

qhsun

Paragraph two

• a. The state of the issue along the history– absorb millions of immigrants without creating a huge

bureaucracy, or spent a lot of money in teaching the language of theirs ancestor.

• b. The state of the issue now – the issue of teaching through bilingual way for the ever

growing minority population became a hot issue. (a matter of importance)

qhsun


21

3


Argument from a surface view

qhsun

Paragraph three

• What is the reason for bilingual education that is expressed in paragraph 3?

qhsun

Paragraph three

• The reason expressed in this paragraph is– more immigrants speaking foreign languages– instances

• neighborhood in San Fernando Valley 10 or 20 year ago, residents were largely white, today Hispanic population is at least 90%

• In Los Angeles school district besides Spanish there are seven major languages spoken (Korean, Cantonese, Vietnamese, Armenian, Filipino, Farsi, and Cambodian.

qhsun


21

3 4



qhsun

Paragraph four


• (Why aren’t students being taught in the language of their newly adopted land ?)

qhsun

Paragraph four

• The reasons expressed in this paragraph are– demands of organized minority groups to teach their nati

ve language.– their demands have won support from local education e

stablishments of number of cities. – The demands of teaching their native language has con

nections to evoke their deep emotion.– demands for bilingual education represents the best cha

nce for minorities to enjoy richness of American life and can help them achieve education parity and to be competent in two languages.

qhsun


21

3 4 5



qhsun

Paragraph five


qhsun

Paragraph five

• The reason that is expressed in paragraph 5 is that their demand has acquired a new ally from Washington– Bush administration has appointed the person to be in

charge of Department of Education who is an unequivocal advocate of bilingual education.

– He represents president’s point of view that the Bush administration would like minorities to maintain their native languages.

qhsun


21

3 4 5

6Introduction of the issue


qhsun

Paragraph six

• Is it true that paragraph 6 expressed reason to support bilingual education?

qhsun

Paragraph six

• No. Paragraph 6 expresses reasons against new immigrants to be taught in their own language:– people on the other side are convinced that bilingual

education is bad for them and for the country. (let them be prepared for a career in local Taco Bell, not let them to be intellectual or a scientist.)

– Sally Peterson (founder of LEAD) has her own experience. She underwent the stages from accepting the idea(I bought it in the beginning) to seeing children being in a miserable and disheartened state, in the course of learning.

qhsun


21

3 4 5

6

7


Argument from a surface view Subterranean view

qhsun

Paragraph seven (argument from Subterranean view)• Is it true that paragraph 7 expressed reason to sup

port bilingual education?

qhsun

Paragraph seven

• No. It isn’t true. Paragraph 7 expressed subterranean reasons of the argument.

• It has its political connection. It includes both sides. – On one hand some people think that what is called

“White, Anglo” education demean or psychologically harmful to minority groups (for)

– On other other hand, others had a deep seated worry that more is involved than an education program to help minority students (against)

qhsun


21

3 4 5

6

7



qhsun

Paragraph eight

• What is really represented in the bilingual education according to its opponent?

• What is the interest of particular ethnic constituents?

• What action is taken to help people realize the interest of particular ethnic constituents?

• What is the argument for them to produce the Curriculum of Inclusion?

qhsun

Paragraph eight

– Its opponents believe that bilingual education represents a reflection of intensifying demands for the interest of particular ethnic constituents. (against)

– The interest of particular ethnic constituents is that it is no longer enough for children to learn American history, to learn who George Washington was, they have to learn to feel good about their own history and their own heritage.

– The action taken is the much discussed Curriculum of Inclusion produced by a special minority task force.

– They argue immigrants or minorities have been victims of an intellectual and educational oppression that has characterized American and European ways of teaching for centuries.

qhsun


21

3 4 5

6

7

8

9



qhsun

Paragraph nine

• What is the solution to American way of doing things?

qhsun

Paragraph nine

• The solution is a new curriculum – to concentrate on the contribution by members of minor

ity groups to the culture – to ensure minority children have higher self-esteem an

d self-respect – to let children from European culture have a less arroga

nt perspective of being part of the group.

qhsun


21

3 4 5

6

7

8

9

10


Argument from a surface view Subterranean view Cultural identity

qhsun

Paragraph ten (Political issue: Cultural identity)• What is at stake, then is nothing less than the

cultural identity of the country. Those who argue that bilingual education is a right make up a kind of informal coalition with those who are pressing for changes in the way the United State is perceived -- no longer as a primarily European entity to which all others have to adapt, but a diverse collection of ethnic groups, each of which deserves more or less equal status and respect.

qhsun

Paragraph ten

• 因此，争论的焦点就是一个国家的文化特性问题。那些支持双语教育并认为双语教育是一种权力的人，与那些极力要求变革人，组成了一种非正式联盟，他们敦促大家要用变革的方式来认识美国。这种认识就是 -- 美国不再是所有其他民族一定要去适应的欧洲实体，而是一个有着形形色色多民族的集合体，其中每一个民族多少应该得到他们应有的平等地位以及尊重。

qhsun

Paragraph ten

• What is the major focus of the issue?• What do bilingual advocates do to support the

cultural identity they favor?

qhsun

Paragraph ten

• The major focus of the issue is cultural identity.– In order to support the cultural identity they favor, they

would like: • to press people to perceive USA no longer as a pri

marily European identity for every immigrants to adapt to;

• but to perceive USA as a collection of ethnic groups, everyone deserves more or less equal status and respect.

qhsun


21

3 4 5

6

7

11

8

9

10



qhsun

Paragraph eleven

• What is the disagreement to the issue at stake?

qhsun

Paragraph eleven

• The disagreement to the issue at stake is whether a child has the right to have his native language developed -- not just maintained– But the instance is that it is difficult for them, the

minorities to maintain their language, not to speak of developing their native language. (Example: there is racist xenophobia about Spanish in particular)

qhsun


21

3 4 5

6

7

11

8

9

10



qhsun

Paragraph twelve

• What is the argument of those on the other side?

qhsun

Paragraph twelve

• The argument(s) of those on the other side is (are) that

• They consider that bilingual education is an erosion to national unity. A fragmentation of the nation into mutually hostile groups. (So it is an issue of unity or disunity)

qhsun

Paragraph twelve

• So what should be done to solve the problem?

qhsun

Paragraph twelve

– The thing to be done to solve the problem is to promote opportunities for people to learn English

– and get a constitutional amendment adopted to make English the official language of the government.

• Why do they need to get a constitutional amendment adopted to make English the official language of the government?

qhsun

Paragraph twelve

• The reason is that• we are getting close to the point where we have a

challenge to the language we share. We need to defend the English as the common language.

qhsun


21

3 4 5

6

7

11

8

9

10



qhsun

Paragraph thirteen

• Why does Kathyran Bricker place emphasis on the aspect that we are at a crossroads? (She said something with the same meaning twice)

qhsun

Paragraph thirteen

• She wanted expressed that it is necessary to reaffirm the need for common language or with the division of languages, the country will go down the road of disunity.

qhsun


21

3 4 5

6

7

11

8

9

10

1312

14



Argument from publication on the issue

Cultural identity

qhsun

Paragraph fourteen (publications supporting or opposing the issue)• What is described in the paragraph fourteen?• What is mainly described in the book entitled

“Empowering minority students”?

qhsun

Paragraph fourteen

• In paragraph fourteen the writer described the major attitude of the author who wrote the book entitled “Empowering minority students”. This book summed up the underlying issue of the debate.

• Does the book mainly support the issue of bilingual education or oppose it?

qhsun

Paragraph fourteen

• The book placed emphasis on the following aspects mainly to support the issue:– It endorses multiculturalism, criticizes societal power

structure.– And it claims native language teaching is not just a

educational device, it serves a blow against an inherent injustice

• So one side cited the book to show theoretical justification of bilingual education.

• The other side also cited the book to prove the political intention of bilingual education.

qhsun


21

3 4 5

6

7

11

8

9

10

1312

1514




Cultural identity

qhsun

Paragraph fifteen

• What is also stated in paragraph 15?

qhsun

Paragraph fifteen

• In paragraph 15 the author stated the reason why minority student failed.– Minority students fail because they are made to feel

“shame” for belonging to a minority group, not to dominant group.

• Solution:– So teachers are responsible to challenge the power str

ucture by bilingual teaching method to empower the minority students. It is an act of rebellion against White Anglo domination.

qhsun


21

3 4 5

6

7

11

8

9

10

1312

1514

16




Cultural identity

qhsun

Paragraph sixteen

• What is described in paragraph sixteen?• What is the attitude of the author who wrote the

book “Forked Tongue”. Does she write the book to support bilingual education?

qhsun

Paragraph sixteen

• Paragraph sixteen described the attitude of the author who wrote the book entitled “Forked Tongue”, and her personal experience with the bilingual method.

• The attitude of the author who wrote this book is not to support the bilingual method. On the contrary, she wrote the book to oppose the bilingual method with her own experience. And she wrote her story with the sequence of the time about her disillusionment.

qhsun

Paragraph sixteen

• What is her argument for White-Anglo way of teaching?

qhsun

Paragraph sixteen

• White-Anglo probably in the past did something harmful to minority students, but it is no longer an oppression that make minority students victims.

• We should admit that it has been done a lot to improve condition for minority students in White Anglo education.

• It is because White Anglo education did a lot for minority students, so minorities asked more from it, otherwise they would not keep asking.

qhsun


21

3 4 5

6

7

11

8

9

10

1312

15

17

14

16




Cultural identity

qhsun

Paragraph seventeen

• What is described in the paragraph 17?• And what is Porter argument about bilingual

education?

qhsun

Paragraph seventeen

• Ms. Porter’s argument is that probably bilingual education encourages minority students to be proficiency in their own language, and is probably a way to amend social inequality. But it has surely negative effect. This is the point the author placed his emphasis on.

• The negative aspect is that if you do not learn the language of majority, you will not succeed in American society. Porter’s argument is that before earning a ideal stand in a society, before trying to find a satisfactory job, everyone has an equal access. But you should have you means to that equal access. The means is the language of majority.

qhsun


21

3 4 5

6

7

11

8

9

10

1312

15

17

14

16




Cultural identity

18

qhsun

Paragraph eighteen (argument from reality on the issue)• What is described in paragraph eighteen?• What is describe in the example that show the evid

ence in reality to support bilingual education?

qhsun

Paragraph eighteen

• The TBE method is described as an example in which a girl student in San Fernando elementary school explanation the meaning of the word “potion”. The evidence shows that once basic skills have been mastered, it will help them move from their native language to mastering English. It illustrated one of the principles of bilingual education idea.

qhsun


21

3 4 5

6

7

19

11

8

9

10

1312

15

17

14

16




Cultural identity

18

qhsun

Paragraph nineteen

• Why do so many minority students fail in the bilingual program according to Fernandez Ghoneim?

qhsun

Paragraph nineteen

• According to the argument of Fernandez, so many minority students fail because they are not put into a classroom suitable for them. Probably the pace of the teaching program is too fast for them, and their self-esteem was damaged. So, if their self esteem was not damaged they would succeed in the program in the end.

qhsun


21

3 4 5

6

7

20

19

11

8

9

10

1312

15

17

14

16




Cultural identity

18

qhsun

Paragraph twenty

• What is described in paragraph 20?

qhsun

Paragraph twenty

• Paragraph 20 is a transitional paragraph, it moves from the perspective of favoring bilingual education to the perspective advocating all English instruction.

• What are those perspectives?

qhsun

Paragraph twenty

• The perspective favoring bilingual education is that – philosophy of Bilingual education makes sense. – It impress the visitors with warm feeling because students

with poor economical background are involved in learning.• The perspective advocating all English instruction in

this paragraph is that – students of Glenwood kindergarten class also give visitors

a favorable impression.– According to Peterson,

• parents of the students opted for all English instruction, • and students learn faster with the program.

qhsun


21

3 4 5

6

7

20

21

19

11

8

9

10

1312

15

17

14

16




Cultural identity

18

Argument from reality on the issue

qhsun

Paragraph twenty-one

• What is described in paragraph twenty one? Is it for bilingual education?

qhsun


• The paragraph described evidence from reality to support all English instruction. It described students of different races (English speakers, Japanese, Hispanic)– study in a gaily decorated room. – study with an air of controlled disorder: Students learn very active,

they speak, they discuss, they act out. When they are asked to answer questions they would be eager to answer them without thinking about both the maintenance of the order of class and teachers’ permission.

• What are the comments from the teachers in San Fernando Elementary School about Peterson’s teaching method?

qhsun


• the teachers in San Fernando Elementary School their comments about Peterson’s teaching method is that:– Peterson’s teaching method is disapprovingly

called “sink and swim” method. – They think students will not learn the language

by magic if you just put them into a English language classroom.

qhsun


21

3 4 5

6

7

20

21

19

11

8

9

10

1312

22

15

17

14

16




Cultural identity

18


qhsun

Paragraph twenty-two

• What is described in paragraph 22? • What are those necessary supplementary

measures to her teaching method? • What is the end result of her teaching method?

qhsun


• Paragraph 22 described supplementary measures to her teaching method and miraculous end result of her teaching method.

qhsun


• Those necessary supplementary measures to her teaching method are giving special attention to those children who might have difficult understanding English. – You sometimes have to use drawings, to act

out, speak little Spanish when necessary. Make sure that they understand what you tell them.

– You give them psychological encouragement like hugging them, consoling them to lessen the pressure in learning.

qhsun


• The end result of her teaching method is that student who started with no English, mastered English at a miraculous speed, in the learning environment they created.

qhsun


21

3 4 5

6

7

20

21

19

11

8

9

10

1312

22

23

15

17

14

16




Cultural identity

18


qhsun

Paragraph twenty-three(retrospection)• The educational institutions of the city were still

under the sway of a unified culture, that dominant Americanism which some ethnic subcultures may have challenged a little, but which prudence and ambition persuaded them to submit to.

qhsun

Paragraph twenty-three

• 那时这个城市的教育机构仍然受着一统天下的文化影响，而对于这种占主流地位的美国文化，其它非主流文化虽然对主流文化有所反抗，但是他们审时度势的聪明才智以及他们的远大抱负使他们顺从了当时的主流文化。

qhsun


• What is described in Irving Howe’s autobiography entitled “A Margin of Hope”?

qhsun


• The autobiography entitled “A Margin of Hope” in paragraph 23 gives the description of the reason for them to learn English, and situation minorities had in 1920s and 1930s.

• What is the reason for them to learn the language?• And what the situation those minority had in 1920s

and 1930s?

qhsun


• The reason for minority students to learn English is: if you speak good English, master the language, it appears that you bear the characteristics the same as those from European countries. So you win the badge of Americanness.

• At that time minority children were so eagerly to let themselves to be identified with others with European cultural background. So they hunger for school.

qhsun


• The situation they lived with is that the schools and other educational institutions were under the influence of unified American culture.

• And the dominant popularity of the American culture encountered almost no challenge from other ethnic subcultures.

• What is the reason that made them submit themselves to the dominant American culture.

qhsun


• The reason for minorities to submit themselves to American culture is– their prudence to deal practical matter around them

and their ambitious to live in the United States, to enjoy richness of American life let them submit to dominant American culture.

qhsun


21

3 4 5

6

7

20

21

19

11

8

9

10

24

1312

22

23

15

17

14

16



Argument from publication on the issue Retrospection

Conclusion

Cultural identity

18


qhsun

Paragraph twenty-four

• The question now is: What is the dominant Americanism? Can there even be such a thing in a country committed to a kind of ethnic self-realization that did not exist when Howe was growing up?

qhsun


• 现在的问题是，什么是占主流地位的美国文化？是不是在这一个国度里有这样一种事物，其使命就是实现某种少数民族的自我价值。而这种自我价值的实现在霍而成长的时代中不存在的。

qhsun

Paragraph twenty-four(Conclusion)• What is described in the last paragraph?• How does the author draw his conclusion of the

issue in the last paragraph?

qhsun


• The author drew the conclusion of the issue by asking the question. The question is what really is the dominant Americanism. With more immigrants and immigrant cultures being merged into the USA, the definition of dominant Americanism could be different from the old one.

• So whether bilingual method to be applied or not to be applied is something more than pedagogical idea. It reflects where country is going and decides identity of the country.

• And the author also want to know if there exists something in this country whose aim is the ethnic self-realization, which is definitely did not exist in the past.

Documents

Qhsun Diagram For Unit Two 1 Introduction of the issue