osha, 2018 cultural considerations in children’s narratives fall conference/speaker...•increase...
TRANSCRIPT
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Cultural Considerations in Children’s Narratives Teresa Roberts, MS, CCC-SLP Jenny Larsen, Ph.D., CCC-SLP Nick Laurich, M.S., CF-SLP
OSHA, 2018
Learning Objectives • Personal narrative
• Recount real past experience • Narrative macrostructure • Cultural differences in narrative patterns
• European North American • African American • Central and South American • Asian • Native American
• Narrative intervention • Choosing culturally responsive storybooks • Desiging activities
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Why are narratives important?
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Importance of Narratives • Literacy development
• Literacy and oral language are related skills (Snow, 1973) • Academic literacy = decontextualized language tasks
• Narratives develop decontextualized language • Predictive of later academic success
• Kindergarten narrative development correlated with early adolescent language and literacy measures (Dickinson & Tabors, 2001)
• Social and school expectations • Social development: friendship and interaction skills • Reporting, tattling, bullying prevention • Show and Tell, sharing, circle time • Writing tasks, such as essays
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Importance of Narratives • Self-identity and self-determination
• (Westby & Culatta, 2016) • Evaluate own characteristics in determining outcomes
• Version of reality from the point-of-view of narrator • (Bruner, 1991) • Conventional form transmitted culturally • Construct understanding and beliefs about the world
• Health, wellness, and safety • (Bliss & McCabe, 2008) • Receive medical care by describing events to doctor
• Self-advocacy • Report on danger (crime, natural disaster, etc.)
• Legal testimony
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Narratives and cultural styles • Narrative universality
• Storytelling found in all cultures around the world
• Culturally specific social contexts • (Burns, deVilliers, Pearson, & Champion, 2012) • Children’s narratives differ based on child’s culture
• Sociolinguistic approach = equal value to all styles
• Variations in cultural styles for United States children • (Bliss & McCabe, 2008) • Broad narrative patterns in macrostructure
• Cultural differences in overall organization of narratives
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Language difference/disorder • Generalizations should not be made for all clients and for
all cultures • Client physical appearance is not indicative of culture • Variations of narrative styles exist across individuals and groups
within the same culture
• Language difference/language disorder • Increase awareness of cultural diversity of narrative styles • Prevent misidentification of narrative difference as a sign of a
language disorder
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European North American • Topic-centered narrative
• Focus on one topic
• Succinct narrative with chronological ordering of events • Sufficient information provided
sequentially
• Dominant majority narrative style in United States
Setting
Initiating event
Internal response
Internal plan
Attempt
Direct consequence
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African American narrative patterns • Topic-centered and topic-associative narratives
• (Hyter, Rivers, & DeJarnette, 2015) • Topic-centered are most common
• Non-verbal (kinesic) and paralinguistic (prosodic) cues • Part of narrative cohesion
• Kinesic cues • Gestures, facial expressions, eye gaze, head movements, etc. • Indicators of information not provided lexically
• Paralinguistic cues • Vowel elongation and rise-fall contour
• Mark new information • Non-verbal and paralinguistic cues:
https://www.youtube.com/watch?v=l2VB-iLEsIo • Storyteller: https://www.youtube.com/watch?v=QEoEGr955tw
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African American narrative patterns • Moral themes
• Lessons
• Style switching • Children may switch narrative style depending on race and culture
of listener • Children may use more features of African-American English in
formal situations
• Gender-based differences in narrative socialization • Daughters socialized in collaborative narrating style • Sons socialized in a solo narrating style
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Topic-associative narrative patterns • Multiple experiences • Lengthy descriptions • Semantic and thematic
• Presentation of events • Not chronological
• Evaluative elements • Express narrator’s thoughts
• African-American oral tradition • (Rivers, 2012)
• Narrator relies on listener • Infer association between events • (Bliss, Covington, & McCabe, 1999)
Thematic events
Thematic events
Thematic events
Thematic events
Evaluative element
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Central and South American • Conversationally focused narrative style of family
members and daily activities • Describe family and extended family connections and their
relationship to the narrator
• Goal of narrative to inform listener about narrator’s family
• Broad topic maintenance • Possible focus on habitual activities • Reduced event sequencing • Omission of past events
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Central and South American • Language transfer and bilingualism
• Research client’s dialect/language exposure and use
• Referencing differences • Spanish: use of previously identified agents of sentences is
optional
• Fluency • Hesitations and fillers for word finding across languages
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Conversational and family centered Family
members
Daily activities
Connections Extended
family
Relationships
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Asian narrative patterns • Japanese, Taiwanese, Chinese, and Korean children • Collection of similar experiences into a single narrative
• Multiple-event narratives considered more interesting • Minimal information
• Preference for conciseness and brevity • Inferred pronouns may be omitted • Avoid “verbiage” or unnecessary information
• May be viewed as insulting to the listener • Child encouraged to consider social needs of listener
• Korean • Fewer explicit evaluations to describe perspective of narrator
Brevity
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Japanese stanza analysis • Stanza analysis of narratives
• Treated similarly to haiku and poems • Stanza groupings of closely related utterances • Example: typically developing, 8-year-old female, narrative
translated from Japanese (Bliss & McCabe, 2008)
“When (I was) in kindergarten, got leg caught in a bicycle, got a cut here, here, and…wore a cast for about a month, took a rest for about a month, and went back again, had a cut here,
fell off an iron bar, had two mouths” (“mouths” as metaphor for gaping wound)
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Japanese stanza analysis
Thematic event
• Concise and brief
Thematic event
• Grouping of related utterances
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Native American narrative patterns • Colonization and captors
• (Westby, Moore, & Roman, 2002) • School historically viewed as colonizing • Teachers as captors
• Children taught to defect from home culture to mainstream culture • Mistrust of government and reluctance to participate in research • Home language viewed as private language of the tribe • American Indian, Native Peoples, Indigenous Cmmunities
• Keres-speaking pueblo community in Southwest • Language endangerment • Keres language preservation (2 mins):
https://www.youtube.com/watch?v=udA25isgxdA
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Native American narrative patterns • Navajo, Apache, Pueblo groups in Southwest
• Often only adults participate in public storytelling • Stories told seasonally
• First frost in the fall and last frost in the spring
• Moral lessons • Stories told to teach and warn of dangers
• Spatial-causal episodic organization • Combine and recombine story chunks to form a story • Nonlinear structure and de-emphasis on plot
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Native American narrative patterns • Focus on details of describing events and landscape • Assumption of shared knowledge
• Listener responsible for inferring meaning • Limited background information provided • Participatory speaker-listener engagement
• May be culturally inappropriate to predict future, speak of one’s plans, or assume knowledge of another person’s thoughts or feelings • May have increased use of direct quotes to avoid inferences of
other’s thoughts and feelings
• Focus on community instead of individual
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Native American narrative patterns
Spatial and
causal
Nonlinear
Story chunks
Describe events and landscape
Recombine
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Review • Narratives are important
• Academic, social, personal, and medical reasons
• Narrative macrostructure differs across cultures • Equal value to all cultural styles
• Cultural differences in narrative patterns
• Language difference/disorder
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Review • European North American
• Topic-centered and chronological • African American
• Topic association and non-linguistic and paralinguistic cues • Central and South American
• Conversational and family connections • Asian
• Multiple-event, concise, and poetic • Native American
• Non-linear, describe events and landscape
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Key Aspects of Narrative Intervention • Represent narrative structure
• Use a graphic representation consistent with culturally specific structure
• Stickwriting is another option (Ukrainetz, 1998) • Include a retelling activity
• Use the visual/graphic to support retelling • Explicit focus on causal or other connections between
narrative elements (Gillam & Gillam, 2016) • Ex. Attempts and consequences
• Support vocabulary & syntax • These may also be separate targets using a narrative as context
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Selecting Storybooks (Ebe, 2011; Gay, 2002; Landt, 2013; Ouimet, 2011)
Is the book authentic? • Is information accurate?
• Are vocabulary and images accurate to culture? • To what extent is your student or his/her family like characters in book? • Note author’s qualifications to write about culture.
• Language use • Is dialect used accurately? • Is character dialogue correct? • Does student or family talk like the character(s) in the book?
• Experience within storyline • From whose perspective is story told? • Does theme of text come from a cultural perspective, or character? • Has student read or heard stories like this one?
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Is the book realistic? • Images/Events
• Scan for stereotyping, tokenism, romanticization. • Are physical features/colors of characters realistic or cartoons? • Does culture/color of characters matter to story? • Could events happen to or have happened to student(s)/someone
in real life? • Realistic Connection(s) for students
• Are characters portrayed individually and not generic representations?
• Do characters identify themselves as apart of culture represented? • Are characters part of society or depicted as outsiders?
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Is the book culturally conscious? • Book ending
• Are characters’ primary culture retained? Characters should not assimilate.
• Are similarities and differences between mainstream culture discussed?
• Does the author convey cultural consciousness? • Are cultural identities and values validated? • Are cultures represented and illustrated respectfully with no
suggestions of superiority? • Are problems solved by individuals from the culture?
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Examples • Juan Bobo Goes to Work: A Puerto Rican Folktale • Coyote Places the Stars
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QUESTIONS? THANK YOU!
Contacts: [email protected] [email protected] [email protected]
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