In his book Hunger of Memory, Richard Rodriguez reflects on his years of education as a son of Mexican immigrants. He was discouraged from speaking Spanish at home and school in order to be successful academically. As a result, he does not support bilingual education. I strongly disagree with his stance. I work as a Spanish teacher in a diverse district, and I am an advocate for bilingual education and ethnic studies.
Bilingual education consists of using two languages in school for social and pedagogical purposes. So in a bilingual classroom, a teacher would teach math using a language other than English. The goal is to help students succeed in academics while providing English and second language instruction. Bilingual classrooms can take a variety of forms. Students may be all native speakers of a non-English language, or some students can be native speakers of English. I wonder if bilingual education was very different when Richard published this book in 1982. Perhaps he would be more in favor if he saw what these programs look like now.
I am very proud to work in a district that values bilingual education. 35% of our district's students speak a language other than English at their homes. 4% of students are in English language learner (ELL) programs. In fact, over 100 different languages are spoken in our district! When a school has 20 or more students with limited English proficiency in the same language, we must provide a Transitional Bilingual Education. Students receive literacy instruction in their native language until they are ready to transition into English literacy instruction. However, they still receive native literacy instruction and native language support from bilingual teachers or teaching assistants. I love that this program celebrates a students' native language while still preparing them to use English in school and their everyday life. Our teachers do not want students to stop speaking their native language at home. Bilingual instructors speak Spanish, Telugu, Urdu, Hindi and Tamil (languages native to regions in India and Pakistan). At the high school level, I frequently see the bilingual program in action. We have Spanish-speaking teacher assistants who attend classes with students to provide them with language support. They pull out students during exams to translate tests to Spanish or just read the test slowly out loud in English.
Furthermore, ethnic studies enhance our classrooms and our students' global perspectives. Like the article mentioned, ethnic studies are on the rise. I have seen how ethnic studies are more prevalent in suburban Chicago schools now versus when I was in high school. At my first district, our World Language Department offered courses on Latin American Studies and Spanish Studies. Both classes were an honors Spanish 5 for seniors. Teachers spoke entirely in Spanish as the students learned about the history and literature of these different areas. There was no direct instruction about the Spanish language (grammar/vocabulary). These courses were incredibly popular at the school. More students took Latin American and Spanish Studies than AP Spanish! At my current district, we have a different opportunity for students called Spanish for Spanish Speakers. Students receive instruction on Spanish language and literature. This course is only offered to students who speak Spanish at home.
I do not teach an ethnic studies course, but I still try to incorporate ideas to celebrate and learn about different cultures. Foreign language teachers use the ACTFL 5 C's when we design our lesson plans. We embed the standard of culture throughout our lessons. For example, when I teach greeting vocabulary words, I show this video on how people greet each other in Argentina. Students enjoy comparing/contrasting Spanish-speaking cultures with their own. They retain the material effectively because the words are presented in a meaningful context. Next, I encourage heritage speakers to share their personal experiences with the class. Often we learn vocabulary words or cultural practices that are unique to one country or region. Heritage speakers can offer their first-hand knowledge to deepen everyone's understanding. Finally, I have opportunities for students of different cultural backgrounds to share information about their cultures. During World Language Week, students can give little presentations on their culture. They make five to ten-minute PowerPoint presentations that discuss their culture's language, clothing, food, etc.
In addition to Richard's stance on bilingual education, I was also impacted by Richard's descriptions of his mother. He states how she is a very intelligent person. Unfortunately, she does not always seem smart due to her lack of English. Because she misinterpreted the word "guerilla" as "gorilla," she lost a job. This reaction is the sad reality that many English language learners face. During a professional development session that I attended, the presenter wanted us to experience what speaking was like for an ELL student. We spoke with a partner about our weekend activities, but we could not use any words that contained the letter "e." Try it - it's challenging! Even though I knew what I wanted to say, I could not articulate my thoughts in the same way. I used frequent pauses because I had to think carefully to choose my words. If Richard's mother's employers (and other employers around the country) had similar training, I imagine they would be more forgiving of their English as a second language employees.
Richard describes how his teachers' forcing him to speak English resulted in his family's loss of closeness. Multilingualism is something to celebrate. A person should not feel like they have to choose between speaking English and speaking Spanish. The best part of learning a new language is gaining a new identity, not taking your existing one away. I truly hope that the rise of ethnic studies and efforts of bilingual education help children celebrate all of their cultures and languages.
Hi Katherine,
ReplyDeleteGreat post! You have so much knowledge about bilingual education! I was intrigued by your opposition to Rodriguez's view on bilingual education in our schools because I haven't had my own true experience with bilingual education. Although we both taught in Illinois, I had a much different teaching experience from you because I did not have any non-English speaking students at my particular neighborhood elementary school in Chicago Public schools. About 20% of the students speak Spanish at my new elementary school in Florida, so I will have a much different experience from my former Chicago school. Isn't it crazy how drastically different schools can be? Thank you for your insight on the different forms bilingual education can take on. It was interesting to read how Rodriguez felt that he needed to learn that he had the right to speak English and not be taught by his teachers in Spanish to feel welcome. His desire was to fit into American public society and to him that meant speaking English. This makes me wonder about your students. Does it seem that they have a burning desire to learn English? I'm sure it may be different for your students because they're in high school and Richard had those strong feelings when he was younger. When your students are casually socializing, do many of them speak in their native language, in English, or a combination of both? It was concerning to me that his teachers and Richard's parents discouraged Spanish, so it's great to hear how your school encourages both native languages and English. I like how you mentioned that your school truly celebrates students' native languages and cultures, while at the same time educating them in English and U.S. culture. Too often we get caught up in pointing out differences rather than celebrating them. In my post I talked about the stereotypes that people make of others who don't speak English, when in actuality these people could be bilingual just like your students. I agree with you 100% when you said "multilingualism is something to celebrate".
I was impacted by Richard's view of his family like you were. It was sad how he looked down on them as such a young child for their lack of speaking English. Richard attributes his family being torn apart to his learning English, but I also see it as his own view of his family's lack of English. Growing up he may have had negative feelings that his parents were not like other parents of his Catholic school classmates who didn't have difficulty socializing in public. I attempted the activity that you tried in your professional development where you can't use words with 'e' (the most frequently used letter!) and it was so challenging! I guess I take for granted the ease of speaking English and find it hard to empathize with others who don't because I've not had firsthand experience with students or parents who are learning English as a second language. I'm going to recommend that activity to other teachers at my school as a means of learning to communicate with parents and recognize the barrier.
Enjoy your weekend!
Katelyn
I really like how you brought up the stance Richard took towards his mother. That honestly shocked me while I was reading it, but I think it was really awesome how you included it in your blog post. It was definitely something to touch on; however, I had no idea how to do that because as someone who watches her parents speak a different language, I kind of understood what he was saying. Sometimes, as a kid, it was hard going to the grocery store and having to explain to the cashier what exactly it was we were looking for because they just couldn’t understand the broken English. As an adult, I now take a sense of pride in that, as that is where I come from. That is who I am. Those are my parents and I love them with all my heart, but growing up, it was definitely difficult to understand (especially since different cultures were not necessarily embraced where I grew up).
ReplyDeleteYour activity with (or should I say without) the letter e was definitely interesting and most definitely a challenge. I do think if employers around the country, such as Richard’s mother’s employers, had more formal and extensive training they would not only be more forgiving of their English as a second language employees, as you said, but perhaps they would even welcome new customs and traditions- perhaps even celebrating multilingualism as you mentioned in your last paragraph.
Language is something so unique and special. There are so many different languages out there and each one sounds beautiful. I really think you hit the nail on the head when you said “A person should not feel like they have to choose between speaking English and speaking Spanish.” Why choose when you can have both? If I am at the ice cream parlor and I have my choice between chocolate and vanilla- why would I choose when I could have both? My point isn’t about ice cream. It is to reiterate your point on how language is rich, unique, special, and something to be cherished. You are absolutely right when saying you are gaining a new identity, not losing one.
I hope to one-day see a more accepting work place of multilingualism because unfortunately, there are people like Richard’s mother (or even Richard) who feel shame, embarrassment, and loss of identify.
Katherine,
ReplyDeleteI appreciated your post. You seem to have a very special school and are lucky to work there. I wonder if most school’s programs are setup like yours? I am curious if Rodriguez would approve of the way your school teaches. He wrote about how schools need to better educate the disadvantaged. I absolutely agree. All students should receive a quality education, so they can be prepared for college and the career world. How does he think this should be done? He does not seem to be very happy with his own education because of losing family ties. Does he want everyone to lose their roots or would he like to see people keep their heritage while learning a new language? I believe that the way your school’s program is designed to embrace the native language, but also to learn English is the best of both “worlds.” I agree with you when you wrote that multiculturalism is something to celebrate.
After reading the book I started to think about bilingual education and ethnic studies. These are something I have little personal experience. I wonder if ethnic programs need to start before high school? I watched the video you posted and thought what a great way to introduce a difference in cultures and vocabulary. I like the way you incorporate heritage speakers into your class. What a great way to showcase our differences and similarities.
I found it interesting the different classes that you mentioned. I was curious to why the one class Spanish for Spanish Speakers was only open to students who speak Spanish at home? It seems like there are probably other students who would appreciate that class, too.
Thanks for the post it was educational and thought provoking. Jaimiee
Hi Katherine! I really wanted to read a blog by a fellow Spanish teacher on this book so I sought yours out. Thanks for such an insightful post!
ReplyDeleteFirst, it is fantastic that your district is so diverse. I bet this gives you a lot of really great experience. I was not surprised to see that you wrote about the author’s stance on bilingual education and needless to say I agree with you. While I was reading your comments on the Transitional Bilingual Education program I was strongly reminded of my great grandmother. I’m Native American and both my great grandmother and my grandmother are full blooded. While I am still an active member of my tribe and still participate in many cultural aspects of my heritage I am missing out on something that I deem very important: language. When my great grandmother started going to school her teachers never let her speak her native language. If she did she was punished and she was taught to never speak it at home. As a result I only know a handful of words and phrases and since I value language so much this really breaks my heart. Therefore, I was really happy to read about the efforts that your school and district are making to help speakers of other languages feel included while still holding on to their culture. I was recently at an ACTFL professional development and the presenter told a joke that I think you might like: what do you call someone that speaks multiple languages….a polyglot; what do you call someone that speaks one language….an American. It is crucial that we create and support more language programs so that our students can become global citizens that can compete with people from around the world.
I’m honestly a little jealous of your teaching situation right now because I would love to have some ethnic studies classes at my school. There are times when my students make comments that show how small their world is and I will get so off topic when I try to open their minds up and teach them about how much there is in the world. It’s not their fault that they are unaware of so many different cultures; many of them have never left Texas. If we had ethnic studies classes the students could not only learn about a variety of different cultures but could also learn more about their own culture.
I have often heard that the children of immigrant families struggle the most. The parents are usually set into their culture and don’t become “American” while the children want to fit in and identify with American culture but also don’t want to let go of their heritage. Then the grandchildren are usually the most separated from their heritage and the most American. I can’t help but wonder if this is the case with Richard Rodriguez. He desperately wanted to succeed and have an identity that he lost sight of his culture and couldn’t balance the two. I think your last paragraph really says it the best; the best part of learning a new language is gaining a new identity and new experiences.
Hi Katherine,
ReplyDeleteThank you for your post and all the moving and genuine reflection it prompted. Beautiful stuff!
I have spent lots of years in language classrooms (both as a student and as a very-unprepared teacher when I was 22 years old!) and a fair amount of time navigating in those languages in authentic contexts. I can only say, "wow." Your school and your embrace of culturally-rich and socially-embedded language instruction is amazing. Your school seems extremely organized and supportive. I'm no expert on any of this, but just on the face of it, I see so much good: the use of heritage speakers, the chance for all students to share cultural practices, the ability to provide transitional programs, the desire to maintain bi-lingualism and to extend the L1 skills that are already there. The commitment to ethnic studies. It's truly amazing.
Where do you work? I didn't see it mentioned in your opening post. It seems like such a great place that you might want to brag a bit more openly :)
I do wonder what Rodriguez would say about your school. 1982 is a very long time ago and both our society and Richard Rodriguez have changed a lot. I don't agree with everything he wrote in this book, but I do think he is honest and careful about sharing his experiences. I just love to read it.
I think he would still ask questions about whether or not being "educated" in our society doesn't often take us away from our roots--especially when our roots are in poor and working-class communities. If anything, our society has only become more obsessed with college as the only path to life success. I don't know a single teacher, really, who believes that. But our society and our leaders sure do!
So I think Rodriguez would ask what we are doing to make sure that the plumber's son respects and values what his father does and finds ways to stay in deep relationship with him. I think he would ask what we are doing to make sure that the waitress' daughter still respects and values what her mother does and finds ways to stay in deep relationship with her.
Do you get what I'm saying.
We don't even really think that is part of what school is about. But if school divides families, is that a good thing? Is that good for society? If a school teaches us, even implicitly, to be ashamed of our parents for their jobs or the way they speak or dress, is that a good thing?
I feel like we are a society that still judges the "less successful" pretty harshly. Unless schools openly combat those judgements and teach child to honor everyone's honest labor and love, then I guess we are complicit in those judgements.
Just some thoughts! Hope they are interesting to you.
Thanks for your great work!
Kyle