Problems in Applied Educational Sociolinguistics: Readings on Language and Culture Problems of United States Ethnic Groups.

1980 ◽  
Vol 14 (3) ◽  
pp. 428
Author(s):  
Joshua A. Fishman ◽  
Glenn G. Gilbert ◽  
Jacob Ornstein
Keyword(s):  
United States ◽  
Ethnic Groups ◽  
Language And Culture

Problems in Applied Educational Sociolinguistics: Readings on Language and Culture Problems of United States Ethnic Groups

Language ◽  
1982 ◽  
Vol 58 (3) ◽  
pp. 740
Author(s):  
Alicia Pousada ◽  
Glenn G. Gilbert ◽  
Jacob Ornstein
Keyword(s):  
United States ◽  
Ethnic Groups ◽  
Language And Culture

Writing Time in Metaphors

2018 ◽  
Author(s):  
Jennifer J. Smith
Keyword(s):  
United States ◽  
The United States ◽  
Western United States ◽  
Entire System ◽  
Language And Culture ◽  
Space Race ◽  
Do So

Coherence of place often exists alongside irregularities in time in cycles, and chapter three turns to cycles linked by temporal markers. Ray Bradbury’s The Martian Chronicles (1950) follows a linear chronology and describes the exploration, conquest, and repopulation of Mars by humans. Conversely, Louise Erdrich’s Love Medicine (1984) jumps back and forth across time to narrate the lives of interconnected families in the western United States. Bradbury’s cycle invokes a confluence of historical forces—time as value-laden, work as a calling, and travel as necessitating standardized time—and contextualizes them in relation to anxieties about the space race. Erdrich’s cycle invokes broader, oppositional conceptions of time—as recursive and arbitrary and as causal and meaningful—to depict time as implicated in an entire system of measurement that made possible the destruction and exploitation of the Chippewa people. Both volumes understand the United States to be preoccupied with imperialist impulses. Even as they critique such projects, they also point to the tenacity with which individuals encounter these systems, and they do so by creating “interstitial temporalities,” which allow them to navigate time at the crossroads of language and culture.

Mainstream Flavor: Ethnic Cuisine and Assimilation in the United States

2020 ◽  
Vol 8 (1) ◽  
pp. 64-85
Author(s):  
Anna Boch ◽  
Tomás Jiménez ◽  
Katharina Roesler
Keyword(s):  
United States ◽  
Ethnic Groups ◽  
Cultural Change ◽  
Culture Change ◽  
Contextual Factors ◽  
The United States ◽  
Factors Associated ◽  
Assimilation Process ◽  
Restaurant Reviews ◽  
Mexican Populations

Assimilation theories posit that cultural change is part and parcel of the assimilation process. That change can register in the symbols and practices that individuals invoke as part of an ethnic experience. But cultural change also includes the degree to which the mainstream takes up those symbols and practices as part of its composite culture. We develop a way to examine whether cuisine, an important component of ethnic culture, is part of the mainstream’s composite culture and the contextual factors associated with the presence of ethnic cuisine in the composite culture. We begin with a comparison of 761,444 reviews of Mexican, Italian, Chinese, and American restaurants across the United States from Yelp!, an online customer review platform. We find that reviews of Mexican restaurants mention ethnicity and authenticity much more than reviews of Italian and American restaurants, but less than reviews of Chinese restaurants, suggesting intermediate mainstreaming of Mexican cuisine. We then examine Mexican restaurant reviews in the 82 largest U.S. core-based statistical areas (CBSAs) to uncover the contextual factors associated with Mexican cuisine’s local mainstream presence. We find that Mexican food is less defined in ethnic terms in CBSAs with larger and more culturally distinct Mexican populations and at less-expensive restaurants. We argue that regional versions of the composite culture change as ethnic groups come to define a region demographically and culturally.

scholarly journals Imagining Her Future: Diversity in Mothers’ Socialization Goals for Their Adolescent Daughters

2017 ◽  
Vol 48 (4) ◽  
pp. 593-610 ◽  
Author(s):  
Jennifer Ramirez ◽  
Linda Oshin ◽  
Stephanie Milan
Keyword(s):  
United States ◽  
African American ◽  
Ethnic Groups ◽  
Low Income ◽  
The United States ◽  
Social Traits ◽  
Socialization Goals ◽  
Racial Ethnic ◽  
Q Sort

According to developmental niche theory, members of different cultural and ethnic groups often have distinct ideas about what children need to become well-adapted adults. These beliefs are reflected in parents’ long-term socialization goals for their children. In this study, we test whether specific themes that have been deemed important in literature on diverse families in the United States (e.g., Strong Black Woman [SBW], marianismo, familismo) are evident in mothers’ long-term socialization goals. Participants included 192 mothers of teenage daughters from a low-income city in the United States (58% Latina, 22% African American, and 20% European American [EA]/White). Socialization goals were assessed through a q-sort task on important traits for a woman to possess and content analysis of open-ended responses about what values mothers hoped they would transmit to their daughters as they become adults. Results from ANCOVAs and logistic regression indicate significant racial/ethnic differences on both tasks consistent with hypotheses. On the q-sort task, African American mothers put more importance on women possessing traits such as independence than mothers from other racial/ethnic groups. Similarly, they were more likely to emphasize self-confidence and strength in what they hoped to transmit to their daughters. Contrary to expectation, Latina mothers did not emphasize social traits on the q-sort; however, in open-ended responses, they were more likely to focus on the importance of motherhood, one aspect of marianismo and familismo. Overall, results suggest that these mothers’ long-term socialization goals incorporate culturally relevant values considered important for African American and Latino families.

scholarly journals LANGUAGE AND CULTURE: DYAD AND UNITY

2013 ◽  
pp. 248-253
Author(s):  
A. L. Semenov ◽  
V. I. Ershov ◽  
D. A. Gusarov
Keyword(s):  
Ethnic Groups ◽  
Cultural Knowledge ◽  
Point Of View ◽  
Language And Culture ◽  
Knowledge Based ◽  
Leading Role ◽  
Honorary Doctor ◽  
The Individual ◽  
And Behavior

This paper deals with the concept of the translation approach to the problem of interaction of language and culture in terms of determination of the translation solutions by linguoethnic factors. The authors pay main attention to the analysis of the notion of culture. The concept proceeds from the views and opinions regarding the culture and its role in shaping the identity of the person introduced by the honorary doctor (doctor honoris cause) of the MGIMO-University Federico Major in his book «New page». Sharing the point of view of F. Major , the authors come to the conclusion that culture is a knowledge, based on which an individual perceives and evaluates his performance and behavior. Projecting such a position on the verbal behavior, the authors highlight the leading role of culture in the process of producing a speech act played when choosing the individual models of behavior on the basis of the knowledge of the communicative situation. Based on F. Mayor`s opinion that culture unites rather than divides people, the authors note the presence of universal and unique linguoethnic elements in the cultural knowledge of the representatives of various ethnic groups which determine the degree of similarities and differences in the ways of expressing knowledge in different languages. In this paper the authors reasonably use the term «linguoethnic» to describe the cultural-cognitive peculiarities inherent to individuals as representatives of different ethnic groups, as well as give comparison of the terms «linguoethnic» and «linguocultural».

Curriculum as Colonizer: (Asian) American Education in the Current U.S. Context

2010 ◽  
Vol 112 (12) ◽  
pp. 3102-3138
Author(s):  
A. Lin Goodwin
Keyword(s):  
United States ◽  
No Child Left Behind ◽  
Ethnic Groups ◽  
Asian American ◽  
Culturally Relevant Pedagogy ◽  
Model Minority ◽  
The United States ◽  
American Education ◽  
Left Behind ◽  
Relevant Pedagogy

Background/Context The United States is currently undergoing a period of unprecedented immigration, with the majority of new arrivals coming from Asia and Latin America, not Europe. Asian Americans and Pacific Islanders (APIs) represent the fastest growing racial group in the United States, and schools are again being asked to socialize newcomer students, many of whom are APIs. Yet, even as the United States becomes more racially diverse, the national mindset regarding immigrants and immigration ranges from ambivalent to increasingly (and currently) hostile, and is often contradictory. “American” typically is imagined as “White,” and perceptions of APIs and people of color as “other” remain cemented in our collective psyche. It is this sociohistorical-political context that frames the education and socialization of Asian American citizens, immigrants, and their children. Objective/Focus As APIs are absorbed into the fabric of society, how will they define themselves? How will they be defined? This article begins by deconstructing the social category Asian and Pacific Islander in order to reveal the immense diversity contained under this label. The discussion illuminates both the horizontal diversity of APIs—differences between ethnic groups, and vertical diversity—differences within ethnic groups, to underscore the insufficiency of the API label. Against the diverse backdrop that APIs truly (re)present, (Asian) American education framed by three curricular contexts in the United States—the major reforms of the 2001 No Child Left Behind Act, culturally relevant pedagogy, and the “model minority” mythology—is theorized using postcolonial theory as an analytic lens. The article concludes with thoughts on how APIs can resist domination and what might be sites of resistance in schools or society. Research Design This is an analytic essay that examines both historical and contemporary educational and policy contexts. Conclusions/Recommendations Curriculum, defined not simply as subject matter content and instructional procedures, but as a tool of acculturation and a depository of (U.S.) national and cultural values, has the power to emancipate or colonize. Each of the three curricular contexts in the United States—the major reforms of the No Child Left Behind Act, culturally relevant pedagogy, and the “model minority” mythology—exemplify the role Curriculum plays in defining, silencing, and/or marginalizing APIs. Imagined sites of resistance against Curriculum as colonizer include this very page, where one voice deliberately pushes back against the obfuscation of fixed realities layered onto people of Asian descent in the United States, the reexamination and revision(ing) of teacher preparation curricula, and the larger policy arena.

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