Lang backgrounds of LEP students in 2000-2001

[Jeffrey Kopp]

Thanks, Ros. Another scholar also pointed this out to me, of which I was
previously unaware,

This list really helps broaden my still-sketchy understanding of our history.

Regards,

Jeff

At 06:01 PM 3/3/2004, Ros' Haruo wrote:

>Upper Chinookan is probably not dead, much less 150 years gone. The 1990
>US Census showed 69 speakers of Wasco-Wishram, including 7 monolinguals,
>according to the Ethnologue:
>
>http://www.ethnologue.com/show_language.asp?code=WAC
>
>lilEnd
>
>
>        ROS' Haruo / 2355 Eastlake Ave E / Seattle WA 98102 / Usono
>    lilandbr at scn.org / lilandbr at hotmail.com / tel 206-324-3176
>              ROS' Haruo = Leland Bryant ROSS
>
>
>
>
>
>>From: Jeffrey Kopp <jeffreykopp at ATT.NET>
>>Reply-To: Jeffrey Kopp <jeffreykopp at ATT.NET>
>>To: CHINOOK at LISTSERV.LINGUISTLIST.ORG
>>Subject: Re: Lang backgrounds of LEP students in 2000-2001
>>Date: Mon, 1 Mar 2004 14:50:27 -0800
>>
>>At 12:47 PM 3/1/2004, Jim Holton wrote:
>>>Given the source and the disclaimer at the bottom, I am wondering if the
>>>13 students didn't come from bi-lingual programs at Grand Ronde in
>>>2000-2001.  They might be lumping bi-lingual programs in with LEP programs
>>>for their estimate.
>>
>>Yes, that was my guess, too. It next occurred to me that not long before
>>the program began, there were still great-grandparents who had spoken
>>fluent Jargon, and I don't doubt they shared it lovingly with kids who
>>remain in school today. In either case (pre-program or after launch), it's
>>likely some of today's children were introduced to the Jargon as early as
>>English.
>>
>>Mr. Roy also mentions the LEP categorical criteria included the "influence"
>>(the criteria unfortunately employed the potentially pejorative term
>>"impact") of previous generations' languages upon Native Americans, though
>>I believe any such effect on today's Native children's English-learning
>>capability would be socio-economic in origin rather than linguistic. (The
>>goals of the LNCB Act might not even require distinguishing this point.)
>>
>>The source report appears a bit apologetic about its own sketchiness; the
>>criteria were in the process of revision at the time, so they some had
>>trouble getting fitting data out of the states:
>>
>>"Meaningful interpretation of the available data is challenging for several
>>reasons." Survey of the States' Limited English Proficient Students &
>>Available Educational Programs and Services, p. 9.
>><http://www.ncela.gwu.edu/states/reports/seareports/0001/sea0001.pdf> or
>>(HTML):
>><http://216.239.53.104/search?q=cache:LQcFWWU4nvYJ:www.ncela.gwu.edu/states/reports/seareports/0001/sea0001.pdf>
>>
>>This quirk may have been encouraged by one of the data-gathering
>>instruments, OMB No. 1885-0543. See page 4 (at 35 of the above .pdf):
>>
>>>A2. Languages Spoken by Grade Level
>>>List ALL the non-English languages spoken by LEP students and the number
>>>of LEP students at each grade level who speak each of those languages.
>>
>>This brought to mind the scenario of "Okay, kids.... Hey! Quiet down back
>>there! ....what other languages do you speak?" (I thought Emmett might
>>enjoy that.) It's an educational funding and planning report (and they
>>apparently did the best they could), not an anthropological or linguistic
>>study. Note one student's "language background" got listed as "Upper
>>Chinookan"--which could be an accurate report of heritage, but
>>linguistically would be a 150-year stretch. Of course, any kind of survey
>>stat below a couple points may offer interesting ideas for further
>>research, but can't be relied upon by itself.
>>
>>I kidded Dave privately about "trolling [his] own list" (not wishing to
>>launch any pointless hoo-ha's--at least until today's email came in, which
>>offered me the higher ground of rebutting them). But at least it got us a
>>couple new posts, plus word from one specialist we hadn't heard from before
>>(and welcome!)
>>
>>J.
>
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