Before reading Fu and Martinez, I had a general understanding of the importance of encouraging students native language. After reading Fu, I found that she did a great job of laying out the stages of an ELL's journey when writing in their native language as well as writing in English. Almost a "chart" to guide educators through an outline of the expectations for their students as they continue to develop as a writer. As Fu reminds us, academic writing is difficult for everyone especially emergent bilinguals who are not encouraged or even forced to use English only when writing. Unfortunately, in doing so, students are not able to use their strengths in their native language to then translate their ideas to English.
Whenever reading topics around ELL and emergent bilinguals, I try to put myself in the shoes of these students. I imagine myself in a classroom surround by those who speak anything but English and not having the opportunity to use English in the classroom. Writing in a completely different language would be impossible for myself; I cannot imagine attempting to write an entire academic paper in Spanish, for example. Allowing students to use their native language and how Fu puts it, following the "natural stages"(Fu 22) when developing their writing is an approach that is much more student centered and less deficit based language. These students are acquiring a different language at a quite a fast pace in my opinion. Fu's approach to ELL or emergent bilinguals seems to follow a more "natural" process which is very different than my experience with ELL students. Many teachers would hand out worksheets with different vocabulary words or grammar practice problems that they would fill out and do nothing with. Writing can be used as a tool to get our emergent bilingual students invested in their writing and continue to develop the skills to over time, code-switch and interlanguage to eventually writing in English.
Jamilia Lyiscott: "Three ways to speak English"
Martinez focuses on another aspect that Fu doesn't indulge in which is their cultural identity. Forcing students to not use their native language can be an act of "linguistic terrorism" (Martinez 183). As Christensen also reminds us, focusing too heavily on grammar and syntax of our writing and speech can derail a students writing progress, but also correcting students constantly on their English abilities will hinder their view of themselves and close off their ability to express themselves and make meaning. Not only could this cause students to maintain a deficit perspective of themselves, but can also manifest into a form of internal oppression. Our main focus as educators is to give our students the space and opportunity to express themselves in the ways they feel most comfortable. Establishing this understanding will create a more open and safe space for their own progress in code switching and interlanguaging to develop their writing in English.
It's important to consider that cultural identity in language learning. I think that Fu has the right idea by saying that translating from their first language to English is the best strategy, but I don't think it goes far enough. What Martinez said about the commonalities that black and Latinx students have and how that can be used to foster unity in schools. There's obviously language that is appropriate for school and students won't learn English if they don't use the language at all, but telling them that who they are is not enough and removing the source of their knowledge isn't the answer either. Students that are becoming bilingual or multilingual have to have those languages grow up together so that one does not take precedence over the other(s).
I can relate to the general understanding the importance of including every language, every race and every culture in my own life as well as a teacher because of my life experience as part of Deaf Community, Deaf Culture, and sign in my own first language, American Sign Language. I have experienced a lot of put-downs, look-downs, and discrimination because of people’s perspective of deafness as a huge loss. When I learned that Martinez kept track of everything he saw that has happened at the high school, it broke my heart. I could not believe those educators actually put these students down. Well, I am correcting myself right now. I can actually believe it because I have gone through a lot of teachers who suck at teaching English when I was in school.
I'm so glad you included that video in your blog. I've seen it a few times already, and I still get so into what she's saying, and her point still rings true and powerful. We adapt our language for our audience. I know some Spanish and some Italian, and am proficient in English, and no matter what language I speak, I know, even if I don't intent to, I will adjust for my audience. I will not talk the same way to Dr. Johnson as I would to Maddy. It's different. Nor would I talk the same way to Dr. Johnson as I would to my mother. All of these conversations would be in English, and all would be vastly different. That, to me, is what makes language and speaking so interesting. Our students do it. I hear it now. My students are working together on an assignment, and they joke and talk and laugh, and when I cut in, their tone changes, and they listen to me. It's powerful, this thing called language! Great post.
It's important to consider that cultural identity in language learning. I think that Fu has the right idea by saying that translating from their first language to English is the best strategy, but I don't think it goes far enough. What Martinez said about the commonalities that black and Latinx students have and how that can be used to foster unity in schools. There's obviously language that is appropriate for school and students won't learn English if they don't use the language at all, but telling them that who they are is not enough and removing the source of their knowledge isn't the answer either. Students that are becoming bilingual or multilingual have to have those languages grow up together so that one does not take precedence over the other(s).
ReplyDeleteBianca,
ReplyDeleteI can relate to the general understanding the importance of including every language, every race and every culture in my own life as well as a teacher because of my life experience as part of Deaf Community, Deaf Culture, and sign in my own first language, American Sign Language. I have experienced a lot of put-downs, look-downs, and discrimination because of people’s perspective of deafness as a huge loss. When I learned that Martinez kept track of everything he saw that has happened at the high school, it broke my heart. I could not believe those educators actually put these students down. Well, I am correcting myself right now. I can actually believe it because I have gone through a lot of teachers who suck at teaching English when I was in school.
B,
ReplyDeleteI'm so glad you included that video in your blog. I've seen it a few times already, and I still get so into what she's saying, and her point still rings true and powerful. We adapt our language for our audience. I know some Spanish and some Italian, and am proficient in English, and no matter what language I speak, I know, even if I don't intent to, I will adjust for my audience. I will not talk the same way to Dr. Johnson as I would to Maddy. It's different. Nor would I talk the same way to Dr. Johnson as I would to my mother. All of these conversations would be in English, and all would be vastly different. That, to me, is what makes language and speaking so interesting. Our students do it. I hear it now. My students are working together on an assignment, and they joke and talk and laugh, and when I cut in, their tone changes, and they listen to me. It's powerful, this thing called language! Great post.