"language is our first identity." "language is the skin we speak." i found these quotes from the introduction to be eye opening for me...never really thought about it that way. growing up my dad was thirty years older than my mom and he was from sc...my mom was from ny. mom insisted on standard english at home...even though we were from the rural south. ain't was not a word! by the time i started first grade i spoke perfect ny SE. though my parents had such different accents, i've always been proud of were i came from...the yankee accent and the southern bell accent.
having said that, for the last two years and hopefully next year, i have had a cluster of hispanic students in my kindergarten class. i have at least 6 hispanic children from different hispanic countries plus blacks and whites. i love the diversity! i use the book, "the colors of us" at the beginning of the year...i find that it brings us all together. i have noticed that each have their own language identity...and i embrace each. when we are singing "the wheels and the bus rap", my black children help us all sing and dance...including me. when we sing "feliz navidad", my hispanic children teach us the spanish words...the children get so excited. i find that having different races with their own styles and languages and appearances help teach diversity and how to respect all that is the same and different in all people. they teach me. ive never ranked the children according to race or gender or social status. i teach them so that they all can succeed and learn to the best of their ability while we are together. ive never thought of my children as being "verbally crippled."
after reading these chapters i now have more questions than answers about my children and their families. i dont see faults or negatives in these precious five year olds...im wondering what they think of education and SE and the teachers that speak SE?
Comments (8)
I think that is a very interesting point that you brought up, Donna. I hadn't even thought about what these children, who don't speak SE as fluently as their educators, think about how we communicate. Do they think we speak formally all the time? Do they feel pressured to speak in a way that is not comfortable with them when they are around us? I certainly don't want my students to feel that they cannot communicate comfortably with me! Creating a classroom with an accepting and open environment is one of my goals as an educator. If my students do not feel comfortable speaking with me, they just simply won't speak with me. Of course they'll answer my questions when I call on them or will speak when necessary, but they won't feel like they can share deeper feelings and experiences with me, which I think is so vital to creating an open atmosphere in a classroom. The key, of course, is how to show them that we accept the way they communicate and do not expect them to do so in the same way we do.
Posted by Allison Reese | May 23, 2007 7:54 PM
Posted on May 23, 2007 19:54
Donna--
Wow. I would have loved to have been a student in your classroom!
What I see you rejecting is a hierarchy of language. Of course, all languages and dialects are important and are to be included in learning communities to which all children are invested. What I love most about your post is how you fluently incorporate language and identity into your work.
Good for you. You give me hope.
Alecia
Posted by Prof. Alecia Jackson | May 24, 2007 9:20 PM
Posted on May 24, 2007 21:20
Donna,
You are so kind. Your students, and their parents, are lucky that you are so open and embracing of their cultures. I agree with you that should be one of our goals, particularly those of us who teach in the public forum. And, besides, who ARE we to assume that "our way" is the "only way"? Your students, and mine, are all in this country trying to assimilate in order to "make it work" for them. They are adapting but, hopefully, not totally conforming because the differences and the nuances they bring from their languages and cultures surely enhance all our lives. Thanks for your comment about how students from other cultures and languages must perceive our (SE) language. I wonder if we sound "stilted" and "unreal" to them........much like the language employed in formal legal documents!
I enjoyed your posting.
Posted by Betsy Baldwin | May 24, 2007 11:19 PM
Posted on May 24, 2007 23:19
You offered some very good ideas for celebrating diverse cultures in the classroom. Your students must feel very secure as they teach others their language and customs through the activities of singing and dancing.
I have not had occasion to experience as many varied cultures in my classroom as some others have. I am learning so much form the wealth of experience you all have to offer.
Posted by Sara Joyce | May 25, 2007 1:09 PM
Posted on May 25, 2007 13:09
I have "The Colors of Us" as well and my students always enjoy it. Did you know that you could order paints that are the colors mentioned in the book? I never have, but i think it would be a neat idea...can't you picture it...paper plate self-portraits! :)
Like you, i often wonder what some of my children think of me....do they think i'm priviledged because of how i speak? Do they think they can talk to me about issues in their life? One way i try to let them know that i am a normal, caring person is i get down on their level much of the time. Sometimes i teach sitting in a circle on the floor, or sometimes i'll bend a knee to get eye level to answer a question. Do you also feel this way when you conference with parents? I find myself trying not to sound like a know-it-all so that they feel comfortable. Isn't it amazing that language is so powerful?
Posted by Andrea Lehman | May 25, 2007 2:27 PM
Posted on May 25, 2007 14:27
Donna,
I am interested in finding this book "The Color of Us." I think that would be a great addition to our K library. Your comment about parents from different geographic areas reminded me of my upbringing. I grew up in five states: SC, NC, KS, MI, and NY! I feel that I was partially influenced by each area. I still say you guys since many people in MI use that term. I have found such enjoyment learning about the cultures and family backgrounds of my Kindergarten students. This is the students' and parents' first impression of public school and I feel that we need to make all feel welcome and important. It is so important to embrace individual differences in our students. Kindergarten teachers can truly set the tone for the elementary experience as a whole. I enjoyed reading your post.
Renee Pagoota
Posted by Renee Pagoota | May 25, 2007 3:21 PM
Posted on May 25, 2007 15:21
Donna,
Thanks for reminding us that kids are kids, not matter what language, culture, backgroud they speak. I teach social studies and am constantly trying to teach tolerance of other cultures, beleifs, races. Our curriculum is Asia, Africa, and Australia. It is very difficult sometimes to get through to my students about the beauty of all of these people when they already have differently formed views.You are getting them on the right track while they are young...I would love to have your kids in middle school!
I also really enjoyed your thought about what do our students think about us when we speak. You think to some of them it is like hearing Charlie Brown's teacher? I want my students to want to talk to me, and to feel like they can. I have never thought about the fact that my speech could be intimidating whether I intend to or not. G
Posted by Sarah McMillan | May 25, 2007 4:36 PM
Posted on May 25, 2007 16:36
Donna,
Since we are co-workers, I can truly say you are wonderful at what you do. I have seen you with your kindergartners and you enjoy working with the diversity. You are creative and all of the children seem to feel successful in your classroom!
Posted by Dawn Thomas | May 25, 2007 6:24 PM
Posted on May 25, 2007 18:24