8. Going to Greek School: The Politics of Religion, Identity and Culture in Community-based Greek Language Schools

Author(s):  
Maria Hantzopoulos
Author(s):  
Alexander Kitroeff

This sweeping history shows how the Greek Orthodox Church in America has functioned as much more than a religious institution, becoming the focal point in the lives of the country's million-plus Greek immigrants and their descendants. Assuming the responsibility of running Greek-language schools and encouraging local parishes to engage in cultural and social activities, the church became the most important Greek American institution and shaped the identity of Greeks in the United States. The book digs into these traditional activities, highlighting the American church's dependency on the “mother church,” the Greek Orthodox Patriarchate of Constantinople, and the use of Greek language in the Sunday liturgy. Today, as this rich biography of the church shows us, Greek Orthodoxy remains in between the Old World and the New, both Greek and American.


Author(s):  
Alexander Kitroeff

This chapter provides an account of the Greek Orthodox Church's interrelationship with the Greek Americans throughout the twentieth century. It analyzes the Orthodox Church in the United States that plays a determining role in community affairs not seen anywhere else, such as its control of Greek-language schools. It also establishes the hegemony of the Greek Orthodox Church over the Greek American community. This chapter argues that the Greek Orthodox Church helped shape Greek American identity throughout the twentieth century and did so by adapting to the steady Americanization of the Greek Americans. It also reaches beyond the domain of Eastern Orthodoxy in America as it illustrates the way a relatively small, ethnically rooted religion can survive in the wider religious marketplace of America.


Author(s):  
Youngmin Seo

The goal in this qualitative study is to contribute to the growing understanding that heritage language (HL) teachers' literacy teaching beliefs and children's home linguistic environment mediate teachers' HL teaching strategies, including the micro-level language policy. Following the brief history of Korean HL schools in the USA, a case study conducted at two community-based Korean HL schools in California is presented. The primary data were collected through multiple teacher interviews and participant-observations in two Korean heritage language schools. The characteristics of two HL teachers' instruction capture their beliefs about literacy teaching and micro-level language policy in the classroom. The challenges of Korean-only instruction and HL education are discussed in relation to students' linguistic home environments and macro-level linguistic policy of the USA. The author concludes with the implications and recommendations for HL teachers, HL schools, and administrators regarding how to support bilingual competences and literacies of young children in minority communities.


2002 ◽  
Vol 17 (S2) ◽  
pp. S48
Author(s):  
Robyn R. M. Gershon ◽  
Kristine A. Qureshi ◽  
Stephen S. Morse ◽  
Marissa A. Berrera ◽  
Catherine B. Dela Cruz

1999 ◽  
Vol 63 (12) ◽  
pp. 969-975 ◽  
Author(s):  
WR Cinotti ◽  
RA Saporito ◽  
CA Feldman ◽  
G Mardirossian ◽  
J DeCastro

2010 ◽  
Vol 19 (1) ◽  
pp. 21-28
Author(s):  
Kathryn Wishart

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.


1982 ◽  
Vol 47 (4) ◽  
pp. 373-375 ◽  
Author(s):  
James L. Fitch ◽  
Thomas F. Williams ◽  
Josephine E. Etienne

The critical need to identify children with hearing loss and provide treatment at the earliest possible age has become increasingly apparent in recent years (Northern & Downs, 1978). Reduction of the auditory signal during the critical language-learning period can severely limit the child's potential for developing a complete, effective communication system. Identification and treatment of children having handicapping conditions at an early age has gained impetus through the Handicapped Children's Early Education Program (HCEEP) projects funded by the Bureau of Education for the Handicapped (BEH).


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