This document summarizes a study examining the influence of increased access to education on linguistic variables in Caracas, Venezuela. The study analyzed rates of three phonological reductions - syllable-final /r/, intervocalic /r/ in "para", and intervocalic /d/ - across age groups and social classes in Caracas. The results showed younger generations from lower social classes used fewer reduced variants due to increased education levels. This suggests rising education pulled back linguistic changes and increased use of standard variants, especially among the lower classes. The study demonstrates the importance of considering societal changes like education when analyzing social class and linguistic behavior.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
Geert Driessen et al. (2005) The Effectiveness of Bilingual School Programs f...Driessen Research
The Effectiveness of Bilingual School Programs for Immigrant Children
From Cure to Curse: The Rise and Fall of Bilingual Education Programs in the Netherlands
Thinking Critically About Social Issues Through Visual MaterialThe Wolfsonian-FIU
This article addresses an arts integrated social studies curriculum for grades three through five entitled Artful Citizenship, designed by The Wolfsonian-FIU.
Funded by the U.S. Dept of Education's Arts in Education Model Development and Dissemination Grant program.
Estudio de un programa de formación de maestros acerca de su preparación para atender la diversidad en el salón de clase. Dra. Annette G. López, Dra. Claudia X. Alvarez, Dr. Víctor E. Bonilla,
Dr. Edwin Vega, Profa. Elenita Irizarry
Societal change and the construct of social class: The case of three sociophonetic variables in Caracas Venezuela
Traditionally, sociolinguists incorporate a combination of factors such as occupation, education, income, and property value in their construction of a socioeconomic class index (Labov 2001, Bentivoglio and Sedano 1993). However, a major drawback of a static definition of social class is that it fails to account for changes across generations. One such change in Venezuelan society is that access to education has greatly expanded for recent generations, which has consequences for the range of occupations available to the population and their access to the educated language norm of the society.
The present study focuses on these societal changes in order to account for changes in the linguistic behavior of different generations within the same socioeconomic class. To achieve this, we examine the variable phenomena of intervocalic /ɾ/ deletion, syllable-final /ɾ/ deletion, and intervocalic /d/ deletion in correlation with social class and age, relating these variables to education and occupation, from 72 sociolinguistic interviews.
The findings reveal that, as access to education increases in younger generations, a sharp rise in the use of the educated variants is reflected in the lowest socioeconomic class, which contrasts with the more limited usage of the educated variants by older speakers of this same class. While upper- and middle-class speakers of all generations use educated variants of all three variables more than working-class speakers in the community, thus lending credence to the importance of the socioeconomic class variable, we argue for a deeper analysis of the independent variables used in typical socioeconomic indexing. In concluding, we argue that changes in participation in the linguistic market should be accounted for in a dynamic definition of social class in future sociolinguistic studies.
Geert Driessen et al. (2005) The Effectiveness of Bilingual School Programs f...Driessen Research
The Effectiveness of Bilingual School Programs for Immigrant Children
From Cure to Curse: The Rise and Fall of Bilingual Education Programs in the Netherlands
Thinking Critically About Social Issues Through Visual MaterialThe Wolfsonian-FIU
This article addresses an arts integrated social studies curriculum for grades three through five entitled Artful Citizenship, designed by The Wolfsonian-FIU.
Funded by the U.S. Dept of Education's Arts in Education Model Development and Dissemination Grant program.
Estudio de un programa de formación de maestros acerca de su preparación para atender la diversidad en el salón de clase. Dra. Annette G. López, Dra. Claudia X. Alvarez, Dr. Víctor E. Bonilla,
Dr. Edwin Vega, Profa. Elenita Irizarry
Societal change and the construct of social class: The case of three sociophonetic variables in Caracas Venezuela
Traditionally, sociolinguists incorporate a combination of factors such as occupation, education, income, and property value in their construction of a socioeconomic class index (Labov 2001, Bentivoglio and Sedano 1993). However, a major drawback of a static definition of social class is that it fails to account for changes across generations. One such change in Venezuelan society is that access to education has greatly expanded for recent generations, which has consequences for the range of occupations available to the population and their access to the educated language norm of the society.
The present study focuses on these societal changes in order to account for changes in the linguistic behavior of different generations within the same socioeconomic class. To achieve this, we examine the variable phenomena of intervocalic /ɾ/ deletion, syllable-final /ɾ/ deletion, and intervocalic /d/ deletion in correlation with social class and age, relating these variables to education and occupation, from 72 sociolinguistic interviews.
The findings reveal that, as access to education increases in younger generations, a sharp rise in the use of the educated variants is reflected in the lowest socioeconomic class, which contrasts with the more limited usage of the educated variants by older speakers of this same class. While upper- and middle-class speakers of all generations use educated variants of all three variables more than working-class speakers in the community, thus lending credence to the importance of the socioeconomic class variable, we argue for a deeper analysis of the independent variables used in typical socioeconomic indexing. In concluding, we argue that changes in participation in the linguistic market should be accounted for in a dynamic definition of social class in future sociolinguistic studies.
Ohjelmistoyrittäjien ja Tieto- ja viestintätekniikan ammattilaiset TIVIAn teettämä, ja ProGrowthin tuottama, tutkimus kertoo, mitkä ovat ICT-alan myynnin esteet. Näkemyksiä kysyttiin reilulta sadalta ICT-yritysten johtajalta. Tulokset kertovat karua kieltä myynnin ja digitaalisuuden tilasta.
Linguistic Acculturation and Context on Self-EsteemHispanic.docxSHIVA101531
Linguistic Acculturation and Context on Self-Esteem:
Hispanic Youth Between Cultures
Rose M. Perez
Published online: 16 February 2011
� Springer Science+Business Media, LLC 2011
Abstract Immigrant adolescents must negotiate two cultures: the host culture and
their native culture. This study explored how self-esteem is moderated by the effect
of linguistic acculturation and context. An ordinary least-squares regression model,
controlling for fixed effects, produced results supporting the hypothesis that
linguistic acculturation moderates the effect of context on self-esteem. The self-
esteem of Hispanic adolescents who were less linguistically acculturated was found
to be more favorable when with family than with friends and the reverse was found
for the more linguistically acculturated participants. Adolescents in the middle of
the linguistic acculturation process had the widest variance in self-esteem between
times they were with their families and times in other contexts; they experienced
more positive self-esteem with anyone but family. Findings underscore the need to
better understand the complex process of linguistic acculturation and its effects on
self-esteem. This research also demonstrates the practical utility of a fixed-effects
model for reducing bias in cross-cultural research.
Keywords Linguistic acculturation � Hispanics � Fixed effects � Self-esteem �
Experience Sampling Method (ESM)
Hispanic immigrants and their children are not only the fastest growing population
in this country, but they are also among the poorest (Portes and Rumbaut 2006).
The author welcomes communication at the Fordham University Graduate School of Social Service.
She wishes to acknowledge the dissertation committee who helped guide completion of a doctoral
dissertation on which this article is based.
R. M. Perez (&)
Fordham University Graduate School of Social Service, 113 West 60th Street,
New York, NY 10023, USA
e-mail: [email protected]
123
Child Adolesc Soc Work J (2011) 28:203–228
DOI 10.1007/s10560-011-0228-y
For Hispanic youth, the pathway to higher social mobility is fraught with formidable
obstacles, like discrimination and suboptimal inner-city schools, that render them
unprepared for the challenges of the labor market, and it appears that, counter to
traditional patterns of immigrant incorporation, they are experiencing downward
adjustment. This becomes a problem for Hispanics, and for U.S. society as a whole,
given the increasing size of the Hispanic population. If Hispanic educational and
economic indicators do not improve, as their proportions grow, poverty in the
United States will grow correspondingly.
Redfield et al. (1936) defined acculturation as the ‘‘phenomena which result when
groups of individuals having different cultures come into continuous first-hand
contact, with subsequent changes in the original cultural patterns of either or both
groups.’’ Yet, time in the United States is typically ...
Does it Matter? Effects of Language Programs on Hispanic Academic Achievement...William Kritsonis
Does it Matter? Effects of Language Programs on Hispanic Academic Achievement by Dr. Maria Hinojosa and Luz Elena Martinez - Published by NATIONAL FORUM JOURNALS, www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Does it Matter? Effects of Language Programs on Hispanic Academic Achievement...William Kritsonis
Does it Matter? Effects of Language Programs on Hispanic Academic Achievement by Dr. Maria Hinojosa and Luz Elena Martinez - Published by NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Martinez, luz elena does it matter nfmij v0 n1 2012[posted]William Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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1. SOCIETAL CHANGE AND THE
CONSTRUCT OF SOCIAL CLASS:
THE CASE OF THREE
SOCIOPHONETIC VARIABLES IN
CARACAS SPANISH
Manuel Díaz-Campos, Stephen Fafulas, Michael
Gradoville
Indiana University
1
SAN ANTONIO, TEXAS NOVEMBER 6,
2010
NWAV 39
2. Motivation for this study
2
Several previous investigations (Díaz-Campos
2005, Díaz-Campos and Ruiz-Sánchez 2008)
found similar patterns regarding age and
socioeconomic class
Using these previous analyses, we decided to
further look into the demographics of the
corpus in terms of education, occupation, and
social context of Venezuela
3. Overview
Traditionally, sociolinguists incorporate a
combination of factors (e.g. occupation,
education, income, property value) in their
construction of a socioeconomic class index
Static definitions fail to account for societal
change
Flores-Ferrán (2010) calls for a revision of
traditional approaches to socioeconomic class,
emphasizing the importance of considering
speakers’ background and the dynamics of the
speech community under observation
3
4. Overview
For example, from 1989 to 1999, many
countries saw an increase in college degrees
awarded to college-aged people (Snyder &
Hoffman 2002: 483)
Socioeconomic class, even when properly
defined, may miss certain societal changes
which could add to the explanation of the
linguistic patterning of the speech community
4
5. Overview
Examine the influence of increased access to
education on the linguistic behavior of different
generations of the same socioeconomic class
Context: Spanish of Caracas, Venezuela
Venezuela, like many other countries, saw an
increase in rates of education during the latter
half of the 20th
century
5
6. Overview
6
According to Haggerty (1990):
Overall, Venezuela is among the most literate of Latin
American countries
Literacy rate among Venezuelans fifteen years of age and
older was 88.4 percent in 1985
Venezuela's education system, measured by number
of schools, teachers, and size of enrollment,
expanded rapidly in the 1970s and 1980s
Enrollments at all levels increased substantially, as
did the numbers of schools and teachers at each level
Primary enrollments rose by over 30 percent and
secondary by over 50 percent, while university-level
enrollments nearly doubled
7. Overview
7
The
improvement
of human
capital by
way of
education
has been
one of the
greatest
achievement
s of
Venezuela
(Velásquez
1979: 797)
Years Elementary High School University
Total
1950-51 503 91.9% 37 6.8% 7 1.3% 547
1960-61 1.244 85.7% 181 12.4% 26 1.9% 1.451
1970-71 1.824 75.8% 498 20.7% 84 3.5% 2.406
1975-76 2.511 69.8% 831 23.1% 255 7.1% 3.597
Source: Ministry of Education Venezuela
Number (in thousands) of students enrolled by level of education in
Venezuela
8. Phenomena
Syllable-final /ɾ/ deletion
(i.e. [kantáɾ] vs [kantá] ‘to sing’)
Intervocalic /ɾ/ deletion in para ‘for’
(i.e. [páɾa] vs. [pá])
Intervocalic /d/ deletion
(i.e. [kantáo] vs [kantáo] ‘sung’)
8
9. Phenomena: syllable-final /ɾ/
(D’Introno, Rojas & Sosa 1979)
External constraints that favor deletion in
Caracas:
Lower class speakers
Male speakers
9
10. Phenomena: Intervocalic /ɾ/ in
para
Mention of para reduction appears in many
dialectal studies, although little empirical
investigation exists (Garcia 1979)
Bentivoglio et al (2005)
GoldVarb analysis of1599 tokens of pa(ra) alternation
Both forms exist in all socioeconomic classes while pa
is mostly associated with informal speech
Results: lower socioeconomic level and 60+ aged
speakers favor use of the reduced form pa
10
11. Phenomena: intervocalic /d/
Descriptive literature:
Henríquez Ureña (1921) , Navarro Tomás (1999),
Lapesa (1981), and Lipski (1994: 349)
Sociolinguistic studies of intervocalic /d/
Samper-Padilla 1996, Hernández-Campoy and
Jiménez-Cano 2003, and D’Introno and Sosa 1986
D’Introno and Sosa 1986:
In formal styles upper and middle class speakers
favored retention more so than the lower
socioeconomic group
11
12. Background
Romaine (1984) emphasizes the differences
between the language spoken at home and at
school
This observation reveals that at school students are
exposed to more formal registers and the normative
linguistic variants of the speech community
In a study on the acquisition of sociolinguistic
variables by children, Díaz-Campos (2006)
shows that, as early as 4.5 years of age, children
begin to adopt the normative variants they are
exposed to after their first year of schooling
12
13. Background
Although reference has been made to the effect of
education on use of linguistic variables, little
empirical evidence has been given (Bentivoglio &
Sedano in press)
Sociolinguistic studies usually incorporate education
in their definition of socioeconomic class (Chambers
1995: 43-45)
In this study we show empirically that changes in
education across generations directly impact the use
13
14. Research questions
What are the effects of education on the use
of non-reduced variants for intervocalic /ɾ/,
syllable-final /ɾ/, and intervocalic /d/?
How does education interact with
socioeconomic class?
14
15. Corpus
Speech samples were analyzed from the
corpus Estudio Sociolingüístico del Habla de
Caracas (Bentivoglio & Sedano 1993) with
equal representation of:
socioeconomic level (upper class, middle class,
and working class)
age (14-29, 30-45, and 61 and older)
sex (male and female)
15
21. Discussion
Increased access to education among the
lower socioeconomic class results in a higher
use of the non-reduced (normative) variants
For all variables, the younger generation of the
lower class uses less of the reduced variants
than their older counterparts
21
22. Discussion
In this way, increased access to education
appears to be pulling back changes that
existed in the speech community (final /ɾ/
deletion, intervocalic /ɾ/ deletion in para,
intervocalic /d/ deletion)
22
23. Conclusions
The findings of this investigation reveal that
upper and middle class speakers are less
likely to use reduced variants than the lower
socioeconomic speakers in the community
The linguistic behavior of the lower
socioeconomic class can in part be explained
by observing the demographic shift of the
Venezuelan speech community under
observation
Level of education & occupation
23
24. Conclusions
Increased access to education has also led to
a shift in occupations: the number of younger
people holding jobs in office and professional
settings where normative language is
expected has risen
As access to education increases in younger
generations, a sharp rise in the use of the
normative variants is reflected in the lowest
socioeconomic class
24
25. Conclusions
Despite the increase in education levels there
continues to be marked differences between
the lower socioeconomic class and the other
two
It is important to consider the individual
contribution of each factor used in the
socioeconomic index
This study reveals that in interpreting
sociolinguistic data, researchers need to
consider the impact of societal changes when
addressing social class
25
26. References
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de México.
Haggerty, Richard (1990). Venezuela: A Country Study. Washington: GPO for the Library of Congress.
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203.
Holmquist, Jonathan (1988). Language Loyalty and Linguistic Variation: A study in Spanish Cantabria. Dordrecht: Foris Publications.
Labov, William (1990). The intersection of sex and social class in the course of linguistic change . Language Variation and
Change (2) : 205 54.
Labov, William (1994). Principles of Linguistic Change , (vol. 1) : Internal Factors . Oxford: Blackwell .
López Morales, Humberto. (1983). Estratificación social del español de San Juan de Puerto Rico. Mexico: Universidad Nacional
Autónoma de México.
Medina-Rivera, Antonio. (1997). Phonological and stylistic variables in Puerto Rican Spanish. Los Angeles: University of Southern
California dissertation.
Snyder, Thomas and Charlene Hoffman. (2002). Digest of Education Statistics, 2001. U.S. Department of Education, National
Center for Education Statistics: NCES 2002–130.
26