RES 5040: Teacher as Researcher (spring 09)

You can substitute math for spanish in that topic as well. My momma says she can't do this math, and other things like that, to me, seem to be more of an excuse than a reason not to succeed. All the students need to do is look at the bilingual Cheerios box in the grocery store to see that Spanish will become more and more prevalent in their daily lives. It will be interesting for you to use some of the thigns we have learned about in the other classes to see if it has an impact on the attitudes of these students. I think once they believe they can learn Spanish or whatever, they will, then the I don't like.... doesn't really matter.

My son was the same way in middle school. He hated Spanish, and he never studied. I think one reason he didn't like it was the way in which it was offered. The students who didn't take band, took the other encore classes (spanish, chorus, art, etc.) I think he had the attitude that these classes were gimme classes that he could just goof off. I'm interested to see how your research turns out.

Kristen,
I can understand your frustration from first-hand experience. It seems like you and I should conduct our research together! It would be interesting to see how or if the most effective methods differ from middle to high school.

Hello Kristen,
I don't know what grade level your students are, but I have some thoughts of things you could possibly do that could probably appy to any age group. You are asking about technologies you can use to help with the opposition your students have to learning Spanish. I'm sure there are technologies that could assist you with helping the students learn. However, this seems to be a much deeper problem your being confronted with. The prejudice you speak of could possibly be the main root of the problem. One approach may be to devote A LOT of time attempting to shatter the negative stereotypes the students have. Moving toward that which we fear or judge can help us come to better understandings. Perhaps these students could benefit from volunteering with a latino organization for extra credit. The students could go on field trips to celebrate and learn about cinco de mayo or other latin holidays. Spanish speakers could be guest speakers in class to get the students interested in some good old fashioned storytelling in English and Spanish.
I'm sorry you are having to deal with a cultural prejudice like this. I empathize and wish you luck!

Sometimes I too struggle with how to make my students value the subject I teach. Craig made a great point about the Cheerio boxes being bi-lingual, every where you go (doctors, grocery stores etc..) all have a Spanish translation. I feel that it's not really my job to make them like it. Its my job to make them see the value in it.

Scott Heavner

Such an emphasis is placed on "core" classes (those that are tested explicitly) many exploratory teachers in my school have suggested that their classes be graded pass/fail. It seems that even the core teachers don't place a lot of value in the arts and languages. This may factor into your student's opinions. It would be interesting to see if these students "like" any of their other subjects either.

Jeff Kitchen

I totally understand where you are coming from. I fight the calculator battle everyday. It is hard for students to see the big picture.

I'm curious... what grade level are you dealing with? I guess since I am already out in the workforce and see how beneficial it would have been if I had taken Spanish while I was in school, I can't understand why children wouldn't want to learn it? Spanish is everywhere! Does this stem from a "this is an English speaking country, make them learn English!" mentality? I admit that I feel that way, though not to an extreme where I am prejudiced against them. It's just that if I were to move to Russia, I would learn the language not expect everything and everyone to speak/be written in English. I don't remember Spanish being offered in my high school, we only offered French but times have changed since then. If I could go back, I would have taken Spanish in college instead of German. So I just can't understand why your students feel that way about learning it.

Kristen,
The most fascinating angle of your topic, in my opinion, is the cultural bias and prejudice. It seems to be that would be the most urgent place to begin -- with students' perceptions of the language, culture, etc. In other words, you can try all the tricks of the trade, but if students' worldviews are not changed, then reaching them is incredibly difficult. I think you would get some good data that you could tap into as you think about your pedagogy -- if you know the students' perspectives, and can deal with that in a realistic way, then the outcomes of your research would be responsive teaching.
Think about it.....