Blog #6 Teaching Multilingual Children (Collier) V. Aria (Rodriguez)

 Aria ~ Richard Rodriguez

I enjoyed reading this article by Richard Rodriguez. It read like a beautiful narrative and shed light on topics that I do not have much experience in exploring our encountering. I appreciate Rodriguez's perspective on his own experience as a young learner.  His words were impactful and conveyed the true loss that he experienced through his education. What struck me was the push to abandon his home language completely. Through this process, he lost an aspect of personal connectedness with his family members and his culture as a whole. 

Talking point #1:

These few phrases got me thinking more critically about how the process of "language immersion" can impact a young child. 

-"Silent, waiting for the bell to sound, I remained dazed, diffident, and afraid." 

-"the clash of two worlds"

-"But I had no place to escape to with Spanish"

Talking point #2: 

When Richard's parents quickly adhere to the educator's request that they speak only English at home he reflects on his feelings. Richard talks about how the change took place in an instant. They gave up the words that brought him "closeness". He had no escape. He later described his home life as "empty of sounds". He describes losing a relationship with his parents. He talks specifically about how gender roles took over his home as well. His mother becomes the "speaker" of the family and his father "retires into silence". These descriptions were powerful and saddening. It is the reality that many educators and others may not consider. The feelings of belonging, security, and individuality that are lost in this process of assimilation. 

Teaching Multilingual Children ~ Virginia Collier

This second article, by Collier, speaks to the educator in today's world. It is a reflection and guideline for how to teach multilingual children. 

Teachers of multilingual children are asked to do many difficult things and wear many different hats. How can we do this in a way that is practical and effective? The thought can be daunting especially for new teachers entering a more and more diverse classroom setting.

"The key is the true appreciation of the different linguistic and cultural values that students bring into the classroom."

Collier continues to share 7 guidelines for teachers:

1. Be aware that children use first language acquisition strategies for learning or acquiring a second language. 

~teachers should emulate "caregiver speech" - direct, simple, repetition, pausing, modeling, focus on communication (not grammar)

2. Do not think of yourself as a remedial teacher expected to correct so-called "deficiencies" of your students.

~having this mindset will completely diminish and dismiss your students' culture and expertise of their own worlds. You must think of yourself as helping children to develop language as an "instrument of intellectual growth". An instrument absolutely necessary for their success. 

3. Don't teach a second language in any way that challenges or seeks to eliminate the first language.

~we are not eradicating. Students will be affirmed in their home language and given the skills to use academic language.

4. Teach the standard form of English and students' home language together with an appreciation of dialect differences to create an environment of language recognition in the classroom.

~acknowledge and hold space for all languages in the classroom- discuss differences and similarities. 

CODE SWITCHING: the alternate use of two languages.

5. Do not forbid young students from code-switching in the classroom. Understand the functions that code-switching serves. Integrates use of both languages.

6. Provide a literacy development curriculum that is specifically designed for English-language learners.

"The most successful long-term academic achievement occurs where the students' primary language is the initial language of literacy."

*Once a child becomes literate in the home language, literacy skills swiftly transfer to second language settings*

Young children should be able to speak the language they know best. 

Talking point #3: It is critical to be aware of the social and emotional factors that affect second language learners. 

Learners are more equipped and able to learn when they feel safe, respected, and valued. We must be sensitive to the social and emotional needs and development of our learners. In doing so, we are valuing their presence, supporting their learning, and meeting them where they are. 

*Missing from "Aria"*

Through this article, Collier lays out the foundational practices that teachers of multilingual children should base their classrooms around. These guidelines were not always the common practice. Even today, there are school districts that do not follow all of these beliefs. Most importantly, we should not be erasing a piece of our students' identity. We must embrace and value who they are and give them the tools to be successful within our society. There is no "correct" or "better" way to communicate. 

The term "code-switching" led me down a rabbit hole on YouTube. I learned about how code-switching is not always about language. We may code-switch to fit in in different social spaces in our lives. For many of us who may feel "imposter syndrome" we may turn this code-switch on implicitly because we have been taught or made to feel that we cannot be who we are. It holds true for many of the values we speak about in our blogs and in our class. Naya Stevens speaks about her experience with code-switching. She recalls the first time she code-switched was when she was nine years old. She speaks about how her version of English was corrected so much that she began to silence herself. She learned that she could not be herself. 

Blog #4 The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

 The Silenced Dialogue: Power and Pedagogy in

Educating Other People's Children - Lisa Delpit

I first read this article in 2013- I was an undergraduate student working part-time at a private preschool in North Providence, RI. I had minimal experience teaching "other people's children" at this time. This article was so profound and eye-opening that I still recall reading it for the first time 11 years ago. I remember sharing my blog post on my personal Facebook page. I remember getting uncomfortable feedback from family members who had/have different perspectives on matters of race, class, and injustices in the United States. When I saw this article on the syllabus for this course, I was excited to see and notice how my reaction, reading, and analysis were changed by my age, experiences, and life circumstances. 

Talking point #1: Delpit begins the article by giving examples of discussions with teachers. Teachers expressed a feeling of "not being heard". White people of power would often "nod and listen" but they weren't really hearing. Delpit refers to these people of power as those who are figuratively wearing "blinders and earplugs". Although I possess many facets of privilege in my own life, I can speak to this feeling of people in power listening (or pretending to) but not actually hearing me. I resonate with the teacher who states she learned to "stop talking". You are left to feel powerless, voiceless, and defeated. 

Delpit discusses this along with a solution that includes disrupting the narrative. Delpit goes further to describe "the culture of power". There are five aspects of power that she describes:

1) Issues of power are enacted in classrooms.

2) There are codes or rules for participating in power, that is, there is a "culture of power"

3) The rules of the culture of power are a reflection of the rules of the culture of those who have power

4) If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier. 

5) Those with power are frequently least aware of - or at least willing to acknowledge - its existence. Those with less power are often most aware of its existence.

 

Talking point #2: As I was reading about each aspect of the culture of power I began to think about my own experience as a student. My father completed high school, but my mother only completed school to sixth grade.  Growing up, I knew that education would be the key to building a better future for myself and for achieving my goals. I was determined to do well in school and to push myself beyond high school, through college, and onto a graduate degree. Studying, completing assignments, and achieving good grades become easier over time. Once I was accepted and enrolled in college, I learned that there was an unspoken culture that I did not assimilate to. I felt like everyone around me knew something that I did not know. I had to complete my applications, FAFSA, and enroll in courses based off of my own learning and research. I went to classes and finished work, but I remained silent. I was afraid that what I had to say, or share would not be valued. I had serious imposter syndrome. Around my third year of college, I began exploring graduate programs. In reviewing admissions criteria, I was shocked to learn that I needed letters of recommendation from my professors. I did not speak up often in class and although I got good grades, I did not form meaningful relationships with my professors. I also was shocked that the applications asked for club or organization affiliations. I had worked two jobs while maintaining a full-time course load for each year I attended college. I did not participate in organizations because I did not know of this impact. My dreams felt thwarted. In reading this article by Lisa Delpit, I have learned that my feelings were the direct result of not being "told, explicitly, the rules of the culture" and that I was not equipped to participate in that culture. Of course, I worked through these obstacles and am almost done with my graduate program. As a first-generation college graduate, I now have confidence in this "culture of power". I use my position in Early Childhood to share this culture with the teachers who work within my program. I help them register, apply, and create plans of study. I write their recommendation letters and advocate for them as I wish had been done for me when I was in their shoes. 

Talking point #3: There are a few terms or phrases used in this article and in the Johnson article from week 1. These phrases include terms like "being told, explicitly"/ "using the words"/: and "being comfortable with the uncomfortable". When we think about teaching and educating, especially with young children we must remember to be explicit. Delpit rephrases this in the article and equates it to "direct instruction" in literacy. This idea of "direct instruction" is important in all areas of learning in development. If we want our learners or children to do something, use the exact words to give each child the tools to, at minimum, know what it is that we expect of them. Often times we as teachers or as parents fall into patterns of using phrases like "We shouldn't be running." or "Is that what you're supposed to be doing?". Rather, we should be direct and say, "We walk in the house" or "Right now we are reading our lesson". When we use direct instruction, we are giving our students or children the power to know what is expected of them. Often times children are given unclear expectations and then are punished for not meeting them. The same can be said for teaching the codes of power - we owe it to children to equip them with the tools to thrive and reach their full potential. We must be direct, use the words, inform them, and empower them. 

Lisa Delpit argues that the culture of power must be recognized and understood by those both with and without power. She argues that children must be given the tools to embrace their own culture but also learn the tools for success and joining the culture of power. We must celebrate our own diversities and value the characteristics that make each of us unique. 

I love this quote from the final page of the article:

"We must learn to be vulnerable enough to allow our world to turn upside down in order to allow the realities of others to edge themselves into our consciousness." 

Blog #3 - Colorblindness is the New Racism

 "Colorblindness is the New Racism: Raising Awareness about Privilege Using Color Insight" 

by Margalynne J. Armstrong and Stephanie M. Wildman

The problem: "unacknowledged white privilege pervades U.S. society and culture."

Peggy McIntosh: white privilege: "a knapsack of benefits of which the holder could remain oblivious"

Talking point #1: When discussing discrimination, we must always also consider and discuss its opposite end of the power line (Frances Ansley) = privilege. A meaningful conversation about discrimination cannot exist without acknowledging the privilege of not being associated with the discriminated group. 

How do we develop color insight?

1. considering context for any discussion about race

2. examining systems of privilege 

3. unmasking perspective-lessness and white normativeness ;

4. combating stereotyping and looking for the "me" in each individual 

(p.65) 

Talking Point #2: "Colorblindness is the new racism" ~"failure to acknowledge racial reality in the United States reinforces and solidifies existing racial inequality and white privilege." 

In the "post-racial" society described by many Americans, it is commonplace to ignore racism and not speak of it for fear of seeming racist. By not speaking about the inequalities that exist, we are condoning them. The work to combat racism is not done silently. 

What is color insight?

Color insight provides a vocabulary for teaching across racial lines. It is a lens with which to examine societal interactions and initiate conversations. Requires observation, discussion, and analysis. (p.68)

I especially enjoyed the part of the article where the writers examine and discuss the importance of understanding the "me". In this process students can speak about their personal familial experiences. They can share stories about grandparents or members of their own history. In telling the stories and hearing other stories students learn about how our experiences are all unique. 

Armstrong & Wildman argue that color insight is more productive than color blindness in working towards a more equitable society. The authors also provide ways to teach these practices to students. In being more aware, teachers are able to work together and collaborate with students to explore issues of social justice. 

*Article and resources for talking about racism with young children : teaching-6-year-olds-about-privilege-and-power

"Color Blind or Color Brave" A TED Talk by Mellody Hobson

"The first step to solving any problem is to not hide from it - the first step towards action is awareness"

In this TED talk Mellody Hobson speaks about her experience with racism and privilege. She names the quantifiable racial disparities in the business sector. She also says that by using color blindness, we are ignoring the problem. She calls for us all to be "color brave". This means acknowledging the racism, the privilege, and the oppression. It means constantly examining our environments. Are we equally represented? It means to choose relationships and connections with people in our lives who do not look like us, come from different backgrounds, and perhaps think differently than we do. By choosing these relationships and interactions we are getting comfortable with the uncomfortable. We are allowing ourselves to be challenged and to grow. We are learning from the experience of others. Mellody says we must "show courage". By showing this courage we are breaking this generational curse- we are letting children know that their future matters and their dreams are possible.

Talking point #3: Mellody gives an example of color blindness that was thought-provoking. She asks that viewers imagine walking into a boardroom meeting of a Fortune 500 company and seeing that every person around the boardroom table is black. We might think that this is weird. She then asks us to imagine walking into the same boardroom and noticing that every person around the table is a white male. We would probably not think twice about it. This is an example of the color blindness we possess to the standard of whiteness in representation. We don't notice and we don't question the "norm" or what is perceived as standard.