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ERIC Number: ED369110
Record Type: RIE
Publication Date: 1993-Nov
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Differential Predictions in Nonverbal and Verbal Communications for African American Students.
Carter-Jones, Sheila L.
The English curriculum needs to provide and structure learning experiences that enable students to speak, write, and read their culture into the curriculum and at the same time enable teachers to learn their way into the students' cultures. For students who do not or have not yet acquired nonverbal patterns of the mainstream, the communication and maintenance of their cultural identity within that stream is not a simple matter. When teachers cannot decode, read, and understand unfamiliar nonverbal communication breakdown behaviors of students culturally different from themselves, all kinds of labels are attached to the students. A person's verbal communication skills are often judged solely by looking at or listening to that person. Cultural assumptions are made based on the language spoken, particularly for African-American children who speak Black English. The English curriculum as a tool for socialization within the educational institution should provide instructional designs and methods for teaching language and literature as much as possible, through using the context that makes up various cultures. When the English curriculum provides experience for students to speak, write, and read their culture into the curriculum and teachers learn their way into students' cultures, then students of various minority ethnicities can be embraced and offered full access to all rewards available in society. (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: African Americans
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (83rd, Pittsburgh, PA, November 17-22, 1993).