Appendix I
Philosophy and Assumptions of Richmond, California,
Effective communication is a basic skill to be mastered by all students. Each student enters school with a well developed language system which should be respected and utilized, where appropriate, by the classroom teacher in planning and implementing standard English instruction.
Students need to learn standard English for use in those situations where it is appropriate, while at the same time, they are reinforced of the value of their home language.
Assumptions
- I. On the Role of Oral Communication in Education
- Learning in the school setting is dependent upon communication·apoken, written and/or nonverbal. In general, oral communication serves as the foundation for all other types of linguistic behavior in and out of school.
- II. On Standard English
- In a heterogeneous linguistic and cultural society such as the United States, a common ground of communication must be established for many types of information exchange. In the United States, standard English serves that purpose. Competence in this dialect provides an individual with a wider range of academic, esthetic, social, business and professional options than would otherwise be available. One of the responsibilities of schools is to teach all students to read, write, speak and auditorially comprehend standard English in situations, topics, disciplines and audiences where it is required. The acquisition of these skills is expected to provide students with a necessary tool for academic and/or career success.
- III. On Home and Community Languages
- The need for a standard language as a unifying force in a heterogeneous society does not diminish, in any way, the value of the languages and dialects of the various cultural groups within a local community. These indigenous language forms not only serve as an integral cultural and historical link for all groups, they also provide an important means of expression and creativity for individual speakers. DISRESPECT AND NON RECOGNITION OF HOME LANGUAGES AND DIALECTS CAN LEAD TO THE DEVELOPMENT OF NEGATIVE SELF CONCEPTS, POOR MORALE AND LOW MOTIVATION IN LEARNERS.
- IV. On the Characteristics of a Culturally Based Oral Communication Program
- A culturally based oral communication program recognizes and celebrates linguistic diversity while teaching students standard English. It teaches verbal and nonverbal communication which meets the demands of different audiences, situations and topics. Instruction is sensitive to the aspirations and needs of the learner. It respects and builds on the culture, language and distinct learning styles the child brings to school and responds to the need to transmit specific skills and competencies. The curriculum must be based on a sound instructional model which cuts across all phases of the curriculum and school life and utilizes, where permissible, educational materials which are culturally familiar and valid. Finally, the program must contain ongoing external self evaluations of both the learner and the teacher.
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