I was most intrigued by the use of writing as a tool to analyze an event. Kay, an ELL student, was a reluctant writer to begin with. When she found a topic that interested her and that touched on her own experiences of race, gender and class, she wrote more freely and at length. Not only was the topic interesting to her, she felt safe and valued in her small group. I was reminded that I need to provide time and place for my students to "speak out" in writing.
The idea that each student needs to develop her own voice really applies to my teaching area, ESL. When learning a second language, it is hard to express feelings and opinions in that second language even when you are a very proficient speaker. There is just something about that heart language and it is almost always easier to communicate in your first language. How can I provide more opportunities for these students to find their voice, their power?Do they need more assignments in which they write or do they need more discussion groups? When I have done units on immigration we have had lively discussions and very strong opinions. Do I need more units that challenge them in that way? Can dialogue journals really increase language and cognitive abilities as the article promises?
The Henry article also reminds us that it is not good enough just to include multicultural literature in our classes. We must be purposeful in how we weave them into discussions about important issues.
I did have one question. I did not understand "transgressive speech" in this context. Can anyone help me?
Ashley Catlett
Comments (2)
Ashley,
I inferred that transgressive speech is speech about topics that are oridnarily taboo in the classroom. The nature of Henry's project provided more freedom for this type of speech than an ordinary classroom.
As I consider your questions about incorporating more writing into instruction for your ELL students, I have to say that I have very little experience from which to draw information. Would it be beneficial to allow your students to write about "hard" topics in their mother language with the goal to bridge to Standard English in some way? Would it work to allow these disucssions to take place in their heart language with the group working together to provide a summary in English? I definitely see how difficult it would be to try to have a discussion about a topic that matters a lot to these students and then limit their input by insisting that the second language be used. I do not see how these students can be brought to voice if they are struggling with "which" voice to use.
Posted by Lisa Rasey | February 22, 2009 7:08 PM
Posted on February 22, 2009 19:08
Ashley,
I'll second Lisa's interpretation of transgressive speech -- I took it to mean speech outside the "norm" of what is accepted in classrooms.
I really like your ideas of journaling and discussion groups to provide spaces for voice. In your comments I see you doing the smart work of applying/transferring research to your own setting!
Posted by Alecia Jackson | February 25, 2009 9:33 PM
Posted on February 25, 2009 21:33