Ignorance is not always bliss.

It is stated in our chapter that “English is the language of the elites” (159). How true this is! It is amazing how we as Americans demand that foreigners and visitors know how to communicate in our English language when in the United States (sometimes even demanding accuracy over fluency), and yet when we travel internationally, what is the first thing we look for? An English translator. And furthermore, some of the more snobby Americans go as far to mock that same English translator’s language ability. That’s a lot of nerve right there. Uffff.

Although I am a graduate assistant here at ISU this year, this chapter brought back memories of my experiences in teaching K-12. I remember thinking all the hats that a middle school/high school teacher has to juggle within a 50 minute class period – parent, counselor, police office, cheerleader and, oh yes, an educator. The book expresses even the numerous roles found within being “just” the educator: “[we must help] our students pass writing exams, proficiency tests, reading tests, university entrance exams, and at the same time work to reform the exams” (160).

One of my high school teaching experiences was in a rural area of Missouri. On my first day, I stepped into the school, and every last student there was WHITE (maybe saw four African-Americans the whole time I was student teaching). I have always grown up with diversity, and I honestly was a little uncomfortable right at first, especially with some of the ethnocentric attitudes I encountered. Keep in mind I am teaching a Spanish course, both in language and culture. One of our cultural discussions one day lead us to the topic of racism, especially of that district in Missouri. My students told me how they could never invite their African-American or Mexican friends over to their grandparents’ (even some to their parents’) house because of the existing stereotypes. With this in mind, I truly do understand how TESOL can be a political topic, especially in a dominantly monolingual nation. In my academic choices of pursuing a masters in Spanish and a certification in TESOL, I have heard such responses as: “How are you ever going to use that?”, “But you are so smart, why Spanish?”, “Oh good, our ‘citizens’ need to know how to speak English!” It’s in these moments where I realize that the English idiom of “IGNORANCE IS BLISS” is not necessarily true in every context.

Also, I was personally intrigued by the Silver International newspaper mentioned on page 182, so I researched it. You can click on this link to see some of the past articles: http://silverinternational.mbhs.edu/ GREAT RESOURCE.

This was one of my favorite chapters yet that we have had to read in this class.
Very relevant. Very interesting. Kinda in your face. Me gusta.

Week 10

Wong (Chapter 4)

“At the same time, we should not have a ‘stage approach’ and say that we first deal with simplified and scripted materials before we introduce students to natural language and authentic texts” (114). This is a really interesting point, and it’s probably not stated enough in teaching a foreign language. We want our students to be fully equipped and prepared when we present “authentic texts,” so we aren’t in a sense setting them up for failure; however, sometimes this very introduction of authenticity can give them more motivation to further their learning, challenge the more advanced students, and give a perspective into the culture (e.g., linguistically and pragmatically). The way in which we set up the activity itself is how we equip our students in not feeling overwhelmed with their first contacts in the natural language.

“Engels called democracy the best possible shell for capitalism” (120). This statement caught my attention because I really had to think about the “why.” With other forms of government, you are always working for someone else all the time, such as the king in a theocratic society. Nonetheless, with a democratic system, we have the freedom to own our businesses and be our own bosses. We can venture out on our own. Besides, the government will even back us up in most of our professional endeavors. Any further thoughts?

“Bakhtin’s theory suggests that we have an active role to play in our use of language” (125). This is one of the reasons I think I am obsessed with language. Language is active. It expresses meaning and life on a daily basis. There is always something to learn – gosh, even in my native language! Language is relational; it demands interaction. Okay, I’ll stop now.

One of the main points that was stated at least three times was how “knowledge comes from practice.” We need to give our students multiple opportunities to practice in real settings. I was brainstorming with this statement – guest speakers, watching/listening to media from culture, conversing with colleagues (or pair with natives for a day)…etc. One of my friends recently told me that her professor brought them to an Hispanic community to show how teacher-student interactions are different (seeing how such book facts play out in real life). I appreciate that the professor made that effort to go out of his way to bring the material to life.

A la biblioteca.

--Pedagogical implications based on the factors of identity and gender within the Chicana/Latina population--

Bernal, Dolores Delgado, C. Alejandra Elenes, Francisca E. Godinez, and Sofia Villenas, eds. Chicana/Latina Education in Everyday Life: Feminista Perspectives on Pedagogy and Epistemology. Albany: State University of New York, 2006. Print.
This source interrelates and defines the concepts of a feminist approach to pedagogy as well as the exploration of the Chicana/Latina identity. These various theories explore how this complicated identity plays out into other sectors, such as family life and community perceptions. Bernal discusses how Chicanas/Latinas are surviving in contemporary times here in the States – mainly focusing on the K-16 age range. In addition to having the precise age range for my research, other topics of personal research include intriguing case studies of the assimilation and acculturation process for these Hispanic-American women trying to make the transition into a new way of life. The book ends with some more relevant pedagogical approaches for educators who have this population represent within their classrooms, which is precisely the topic I will be concluding with in my analysis.

Blanco-Vega, Christiane O., Sara M. Castro-Olivo, and Kenneth W. Merrell. "Social-Emotional Needs of Latino Immigrant Adolescents: A Sociocultural Model for Development and Implementation of Culturally Specific Interventions." Journal of Latinos and Education 7.1: 43-61. Academic Search Premier. Web. 12 Mar. 2011.
The journal article starts off with the demographic makeup of Hispanic students in US schools, explaining how Latinos are the largest and fastest growing ethnic minority group here in the USA. As the article title indicates the primary focus is upon the social-emotional needs of Latino students. The authors expound upon the factors that make this community member successful or not successful academically – including acculturation stress, family factors, school belonging, immigration experience and more. Within my paper, I would like to include some of the introductory demographic statistics (unless I find more recent statistics) as well as explaining both identity and negative behaviors as a result of the aforementioned factors (e.g., immigration experience).

Gil, Rosa Maria, and Carmen Inoa Vazquez. The Maria Paradox: How Latinas Can Merge Old World Traditions with New World Self-esteem. New York: G.P. Putnam's Sons, 1996. Print.
While other sources have included how gender and identity are intertwined, this source specifically analyzes each topic from the lens of the female gender. It includes such social constructions as machismo (both positive and negative aspects) as well as to balance between the traditional ways and the contemporary ideologies. This source is an excellent one because it pertains to the very core of my research, while including such topics as “the double self and the bicultural paradox,” “the cultural collision,” “defining the woman’s place,” and many other community expectations demanded of Chicanas/Latinas. This book details both the private sacrifices and overall transitions that happen in the acculturation process between being a submissive Chicana/Latina and being the independent-minded American woman.

McKenna, Teresa, and Flora Ida Ortiz. The Broken Web: the Educational Experience of Hispanic American Women. Claremont, CA: Tomás Rivera Center, 1988. Print.
This book is chocked full of studies conducted about how Hispanic-American women are perceived in education and the opportunities (or lack thereof) offered to them. Although this book was published in 1988, it is interesting to see how some areas of education have progressed and then others have remained stagnant in the last twenty years. Since the majority of Hispanics in the USA presently are from Mexico, this book offers some interesting statistics specifically in regards to teacher-pupil interaction (49), which is the part most important for my research. Also pertinent to my research is chapter four (61) which discusses how lack of Hispanic professional women has become a cycle that preys upon the present and future generations.

Week 10

Chapter 3 (Wong)

“Teaching a foreign or second language can be as strange and exotic as introducing a foreign smell or taste” (84). I was thinking about how they were talking about cuisine, music and art all being an “acquired” taste within a cultural context. I shall not repeat some of the food I’ve eaten, but it’s interesting how much food is an ingrained part of culture – and to reject the food is to indirectly reject the culture as well. Going off of the “acquired taste” metaphor, I also believe that such a comparison must be elaborated on a bit. For example, although I am not the biggest fan of coffee (supposedly an acquired taste), I still admire and am knowledgeable about the process and work going into making it. The same goes for culture. Although, for example, I personally may not completely understand a culture or my personality traits don’t always “mesh” ideally with that particular culture, there are always aspects to be admired within each setting. It is a matter of appreciation.

Charlie’s observation between encouragement and participation stood out to me. I really do believe in this aspect of education of supporting not only academic needs but the whole person as well. This aspect is what makes teaching so rewarding and complicated all at once. When a student who is timid in your class (due to personality or present problems) raises his/her hand for the first time, the educator almost wants to keel over with joy.

Although I do believe that women are victimized, I also believe that the author’s Biblical reference was taken much out of context. I have studied Biblical texts in depth, and their reference only gives part of the holistic picture. On the other hand, I do fully agree that women are treated more as objects rather than subjects in many contemporary societies. I am working on some feminist studies this semester for one of my literature classes, and we are also studying how gender is defined by class, race, ethnicity and other constructions. Gender roles in society fascinate me, for better or for worse.