WELCOME 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)

•South Asia (Pakistan, India, Sri Lanka)

• KEY RELIGIONS: Buddhism, Taoism, Confucianism


Southeast Asia:


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.**

• Is highest for Asians

• Asian Indians 2011 median income = $92,418


One problem for Asians…**

• “model minority”

• Needs may go unrecognized, unmet


Many Indians in the U.S. are Brahmin


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


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


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

• Hospitality

• Modesty, humility

• Respect for elders, teachers, authority figures


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:

• Amor proprio

• Pakikisama


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

• What can we do when this happens?


V. ASIAN EDUCATION**• Hugely valued

• In recent years, 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:**• 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)


• 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


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


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


• Bahala na--


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


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

WELCOME ASIAN LANGUAGE AND CULTURE: IMPLICATIONS FOR ASSESSMENT AND INTERVENTION.

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