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Disadvantaged\n\nNational Council of Teachers of English,Champaign.IL  \nPub Date Dec 65  \nNote-4p.  \nJournal Cit-College Composition and Communication;v16n5 p273-276 December 1965  \nEDRS Price MF-50.25 HC-S0.30  \nDescriptors-Audiolingual Methods,·College Freshmen.Culturally Disadvantaged.Developmental Programs.Effective Teaching.English Instruction,Grammar,·Language Research.Language Skills.Language Tests.Negro Dialects.Negro Students.Nonstandaid Dialecfs.Pattern Drills (Langvage).·PronunciationInstruction Speech Improvement.Speling Instruction.Standard Spoken Usage.Student Motivatton.Teacher.Attitudes  \nIdentifiers-Chaflin College.South Carolina  \nAppraised objectively in this article is a 3-year research project that involvedexperimentation with audiolingual methods in teaching standard English in FreshmanEnglish classes at Chaflin College in South Carolina to Negro students who spoke anonstandard dialect.Prior to a discussion of the effectiveness of using spellinginstruction to teach proper pronunciation,enunciation,and grammar.there is a briefexplanation of six sample items included on a diagnostic test developed to beadministered before the course began.Also contained in this evaluation ofinstructional techniques is a commentary on teacher attitudes and student motivation.(AF)  \n3  \n01992003  \nU.5.DEPARTMEMT OF HALTH.EDUCAIOM8 WELFAREOFFICE OF EDUCATI0N  \nTHIS DOCUMENT HASBEEM REPROUCED EXACTLYAS RECEIVED FROW THEPERSOW OR 0R6AMIZATIOM 0RIGINATIMG II.POINTS OF VIEW OR OPIMIONSSIATED D0 MOT MECESSACLY REP卧SEMT OFFICML OFFICE QF EDUCATIOWPOSITIOW OR POLICY.  \n# ◎Narcnal CoumeLine\n\n\"PENISOM TO PYPPODLICE THISCOPY2016HTED HATERIAL HAS BEEN 6RAMTED  \nBY Mahcna CouniLuYeachene C-ingluy          \nT⁰RC A OR6ANIZATIOWS OPEATISUKDER AGRLENENTS WITH TME U.S.OFFICE OFEDUCATIOW.FURTHER REPRODUCTIOW OUTSDETHE ERIC SYSIEM REQUIRES PERMISSIOW OFTHE COPYP6HT 0WEP\"  \n# A DEVELOPMENTAL ENGLISHPROGRAM FOR THE CULTURALLYDISADVANTAGED\n\nGeneral consensus of professional leadershas recognized and research has confirmedthat the English profession has left much tobe desired.Teachers of English who dealwith culturally disadvantaged students atthe college or high school level have moreproblems than others since cultural and edu-cational disadvantages of the child tend toaccumulate throughout the early formativeyears.These teachers have to provide notonly the kind of language experiences whichthe home and the community have failed toprovide,but also to teach whatever the childhas not effectively learned in the lowergrades.To complicate the problem,mostteachers received the same kind of pre-serv-ice training as their counterparts who teachstudents from more prestigious homes.Oftenwe feel puzzled and helpless when we arefaced with the students'firmly establisheddialectal habits,their seemingly insurmount-able difficulty in reading and writing,andour own inability to motivate them to learn.In a situation like this,we are likely to adoptone of two extreme attitudes.The first isdefeatism,to brand the task as hopeless andto give up too readily and too soon.Theother extreme is complacency.“Well,thekids have come a long way,\"or \"They havehad enough difficult time;why make it more  \nTE500 316  \ndifficult for them at school?Let them passGive them a good grade so that they canhave a sense of achievement.\"When we dothis,we have not realized that the troublewith these students is not in them but in ourattitudes towards them.How can we expectthem to learn when we do not believe thatthey can learn?How can they expect toamount to anything when nobody ever ex-pects them to amount to anything?We maynot be able to change the low level of aspira-tion in the home or the discriminatory atti-tude of a traditionally segregated communi-ty,but we teachers must not be guilty ofthe same attitude in the classroom.  \nWe often talk of motivation as essentialto any form","cbCaipYoSGgNx637","https://ap.wps.com/l/cbCaipYoSGgNx637","pdf",382627,"English","# Program Rationale and Teacher Attitudes\n## Motivation and Learner Success Expectations\n# Development and Research Approach\n## Three-Year Claflin College Study\n## Diagnostic Testing and Sample Items\n# Instructional Assumptions and Methods\n## Standard English as a Second Language\n## Tape Recorder Model and Repetition\n# Evaluation, Discussion, and Cautions","[{\"question\":\"What problem does the program address for culturally disadvantaged students?\",\"answer\":\"It addresses accumulated language and educational disadvantages that make reading, writing, and learning difficult, often intensified by teachers’ attitudes and students’ lack of expected success.\"},{\"question\":\"What methods are evaluated in the three-year project?\",\"answer\":\"The project experiments with audiolingual approaches, including pattern-practice techniques, the use of language-lab procedures, evaluation methods, and statistical analysis, plus spelling instruction tied to pronunciation and grammar.\"},{\"question\":\"How does the article explain effective motivation for students?\",\"answer\":\"It argues that the best motivation is confidence that success is achievable with reasonable effort, supported by a teacher’s realistic, flexible understanding and varied meaningful language experiences.\"}]","A Developmental English Program for the Culturally Disadvantaged | PDF",1792087186,13]