BETWEEN LANGUAGES AND CULTURES: THE TRIAD OF SYMBOLS IN THE WORLD OF AN IMMIGRANT CHILD

Multicultural Education, Fall 2004 by Nowak-Fabrykowski, Krystyna, Shkandrij, Myroslav

CREATING NEW MEANINGS & REALITY

Acculturation, understood as the process of learning a culture different from the one in which a person was originally raised (Bereisen and Steiner, 1967 p. 16), includes an introduction of a range of new symbolic elements into the already familiar and in many ways similar symbolic world.

In our assumption, each of these worlds consists of cognate elements (Figure 2), although the content may vary, depending on the languages and cultures to which the child is exposed.

The elements that construct both symbolic worlds are as follow:

1. A sense of identity. This includes personal norms and values, the feeling of being part of a group. It is built out of family and friends, past and present experiences. Initially the children's sense of identity is built by the home language.

2. The memory of celebrated events and cultural rituals held in a certain language and atmosphere.

3. Emotions related to the sense of identity, associated with the celebration of events, music, and forms of behavior.

4. Values incorporated into the language, the forms and styles of conversation, and behavior.

5. Norms of behavior established while acting and interacting with people.

6. Evaluation of experiences while speaking different languages, visiting countries, etc.

These elements interact in order to produce a complex structure that is related to the multiple characteristics of immigrant children. There are, of course, many variables that should be considered, such as whether a child was born in the new country or came to the new country with their parents. Furthermore, it is important at what age the child came, as well as his/ her knowledge of the language spoken in the new country.

Chidren born in a country that is new (for their parents) usually do not go through a sudden "cultural shock," since from the earliest years they have access to TV, radio, and the outside world of the new country. The hard transition from one culture and language to another is the situation of newcomers.

The many struggles and fears that the latter must overcome in childhood in order to integrate into the new culture and new language sets them a difficult task.

As Bereisen and Steiner (1967) have stressed, culture is learned behavior. For the most part, it is learned early in life and invested with a good deal of emotion. Deviations from the mainstream culture usually cost something in comfort, status, peace of mind, or safety (p. 14).

As Berelson and Steiner (1967) and Bruner and Olson (1979) have indicated, humans learn by symbol rather than by experience.

But in the case of the language of an immigrant child, experience plays a decisive role. Experience is a vital part of the child's learning process.

For example, a child's view of foreigners often influences his/her perception and willingness to learn a new language. Positive experiences and emotions stimulate the child while a negative memory often discourages.

Students learning Polish during a presentation on Polish culture have been heard to remark Ι did not know that Poland was so beautiful, with castles and new cities and the houses painted in color. I have two aunts living here, they came from Poland after the war and they told me that everything in Poland is grey and is ruined. Now, that I know it is different, I will go to visit Poland, and study Polish." A negative experience blocks the learning process, a positive one enhances it.