Language barriers (fwd)

[phil cash cash]

November 21, 2006 09:41 am

Language barriers

Josh Newton
http://www.tahlequahdailypress.com/features/local_story_325094109.html?keyword=topstory

It isn’t uncommon to hear a number of well-known Cherokee or Spanish
words uttered while out-and-about in Tahlequah: “wa do” and “o si yo”
in Cherokee, or “hola” and “adios” in Spanish.

For many folks, grade-school education imparted in at least a minimal
understanding of these languages. But perhaps more is needed to break
the language barrier.

According to a new survey by the U.S. Census Bureau, nearly 92 percent
of Oklahoma American Indians speak only English in the home;
furthermore, 70 percent of Hispanics in the state speak a language
other than English at home.

For American Indians, it may not be lack of tradition being passed from
one generation to another, but perhaps the introduction of outside
influences.

“I don’t think they [American Indian families} are doing anything
different,” said Pat Moss, a trilinguist who speaks English, Cherokee
and Spanish. “We didn’t have a TV when I was a kid. As time went by,
there were more and more options: outside stimuli. Instead of sitting
around the wood stove telling family stories - even if both parents
speak Cherokee - they still have that outside stimuli. There are no
video games in Cherokee.”

As a child, the only English Moss came in contact with was broken
English, or on the occasional Friday night A.M. radio station. He feels
as new technologies like TV, video games, computers were introduced,
native languages began taking a back-seat to English.

According to Cherokee Nation’s Web site, the native language is only
spoken by approximately 10,000 people.

“Language is very important to preserving a culture - many words which
are descriptive of cultural mannerisms, feelings, events, and
ceremonies are only identifiable in the native tongue,” states the
site. “There is no comparable word in the English language. All prayers
and other ceremonies used at stomp dances and by medicine people are in
the Cherokee language as well.”

Raised in a small Creek Nation town, Deena Hare recalls childhood tales
of how the Creek language was carried from Alabama to Florida, and then
to Indian Territory in what is now Oklahoma. Her family only used
English when absolutely necessary to “survive the lifestyle” they would
encounter near Okmulgee.

“To speak English was not a concern for us kids, or really anyone who
was Creek,” said Hare. “If we wanted to buy food or clothes or what be
it, most folks we dealt with just pointed and said something in
English, and dad would nod his head ‘yes’ or ‘no.’”

Hare moved away from her hometown after marriage and began to slowly
learn important English words. Eventually, English and her Creek became
equal in her life.

“We taught the best we could to our sons, but to get by, we knew they’d
have to know English, so it became our goal to have them learn
English,” said Hare.

According to Anita Lightcap, Special Programs coordinator for Tahlequah
Public Schools, native cultures represented in the I-35 District
include Cherokee, Shawnee, Keetoowah, Caddo, Navajo, Chickashaw,
Delaware and Choctaw.

Lightcap believes the U.S. Census Bureau’s numbers relating to American
Indians to be accurate, based on home language surveys filled out by
parents of the students.

She echoed one of Moss’ theories as to why American Indians are more
likely to speak fluent English than a traditional native language.
“There’s not much printed material around in Cherokee and native
languages,” said Lightcap.

Acclimating foreign-speaking students at a younger age is a work in
progress, according to TPS Indian Education Director Leroy Qualls.
“I think it’s not only limited English proficiency; you have to overcome
obstacles to get up to par or average with everyone else,” said Qualls.
“There are more bumps in the road.”

Finding the right teaching method is important, Qualls and Lightcap
agree.

“Eighty percent of Native American students are auditory learners,” said
Qualls. “If I were a teacher lecturing for a full hour, that would bore
them. Things are being done to identify that stuff. Having more tools
for teachers is important.”

In the Tahlequah district, about 60 percent of the student population is
Native American; of that number, 95 percent are Cherokee.

“As far as we know, our school system has the highest Native American
population in the world,” said Qualls.

When Hare’s children attended school in the I-35 district over 20 years
ago, she doesn’t recall their having a problem adjusting to cultural or
language differences.

“I can see other foreign speakers having a hard time in any American
school, but I don’t see that many Indians having a tough time,” she
said. “The only Indians who still speak native languages and not
English are probably elders.”

The Hispanic population may face bigger challenges at adapting to and
working through an English-based society.

“The Hispanic population is really adamant about bringing their culture
to America,” said Moss. “A lot of them haven’t dropped their culture
and adapted to the American way.”

Hispanic culture does thrive, and thus, even younger generations are
still exposed to their native language.

“They have their own video stores, their own videos,” said Moss.
“They’ve actually brought their culture.”

According to the U.S. Census Bureau survey, 72 percent of Oklahoma
Hispanics ages 16 and older are employed in the labor force, with one
in five of those work in construction.

“In the workforce, they are taught that you - especially a young man -
should work hard to show you are productive,” said Moss.

Area businesses have begun to use a service offered by Language Line, a
Monterey, Calif.-based interpretation program. Cherokee County 911
Coordinator Darryl Maggard uses the system, which offers 24-hour access
to an interpreter in more than 170 languages.

“If we have someone who is non-English speaking, another dispatcher
contacts Language Line,” said Maggard.

The system allows the 911 facility to act upon emergency calls by people
who may not understand or speak English - but those scenarios, said
Maggard, are rare.

“We probably use it twice a month,” said Maggard.

Most callers, despite their native origin, can relate their emergency
needs in English, he said.

“Most people know enough English to at least say they are needing help,”
said Maggard. “If not, we have Language Line that can interpret back and
forth. It’s real helpful.”

When entering the TPS education system, Hispanic students are introduced
to the same English classes as other students, with the same
expectations. That becomes a problem for students who already know some
of the basics the “foreign language” class will offer.

Instead, said Lightcap, students need to be involved in a class that can
expound upon in-depth principles of both their native language and
English.

“We study [these ideas] constantly,” Lightcap said.
She pointed to statements made by the National Alliance of Business in
2000: “U.S. students still remain too isolated from people who are
different from them, too insulated in their own cultures and languages.
They are not learning respect for differences or the cooperative skills
they need to contribute effectively in diverse work teams.”
Lightcap said local students - whatever their national origin - “don’t
stand out and look horribly different from their classroom
counterparts.”

“That’s a good thing for our students,” she said. “That’s a good thing
for us, I think.”

The most important thing, according to both Qualls and Lightcap, is for
English Language Learner (ELL) students to not succumb to statistics;
ELL students have the highest drop-out rate, according to Lightcap.
“I think the things for kids to remember is, we all face struggles, no
matter how old we are,” said Lightcap. “To face those struggles without
an education is going to make [the struggles] more severe.
When overcome, adversity will make a student more experienced and better
prepared for life.

“We all have adversity - those are bumps in the road,” said Qualls. “One
of the keys to life is how you handle those bumps.”

When any student - Native American, Hispanic or otherwise - seems
confused or wants to quit, Qualls points him or her to a paper on his
wall, which reads: “Price of not graduating: $260,000, estimated
difference between high-school dropouts and a graduate.”

Lightcap knows foreign-speaking students face a number of obstacles - at
home, at school or even in the workforce.

“We watch children get doors closed in their faces that should not be
closed,” she said.

Problems should be addressed for all students facing extra obstacles, so
Qualls and Lightcap encourage students to seek help.

“That’s trying to overcome an attitude of self-esteem and self-worth,”
said Qualls. “You’re a team - you and the teacher.”

As a parent and grandparent, Hare believes Native Americans and
Hispanics have a great deal of knowledge to gain from one another.
“I feel like [Native Americans] have skillfully adapted to the English
language, without forgetting their cultural background,” she said. “No
one should be asked to forget or put aside their culture, but in this
country, we are destined to be English-speaking citizens. It’s for the
best in life. It makes us money and puts food on our tables. I believe
that is why America is so special: Even in Oklahoma, people of all
races can learn from each other and adapt to find a way to live
joyfully.”


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