RES 5535: Race, Class, and Gender in Literacy Research (summer 2009)

I have a feeling we will read a lot about "code switching" by different names. It makes perfect sense we automatically do it without thinking as adults. I speak to my students, my adult family, grandchildren, and peers with different words and body language. We need to remember our body language tells a child as much as our words. I agree with the article and you that we must take an interest in the home language as well as their customs. When I first started teaching Hispanic students I wanted them to look in my eyes when I talked to them so I knew they were listening. In Mexico children who disobeyed show disrespect by looking in your face. It is a disgrace if you displease your maestra. We have used role playing but not for this purpose, another idea I can use. I like how you picked up on a students' right to choose to learn, we are offering all we have, they must do thier part. Respect is a two way street, it must be earned by the teacher and student.

Oh yeah, it's so vital to affirm our students for who they are before we try to teach at them. Because, I believe, teaching AT them is what it must feel like to them because if we don't first affirm them, it's like we haven't validated their personhood, you know? Kids of all ages, adults, toddlers, no matter the age--we want to BELONG! We want to feel valued and feel like we have something to offer. It's the way we're made. We are made for relationship. To me, relationship is about identication and contribution. When was the last time a kid walked up to us in the hall and wanted to talk about something off the wall that we didn't have time for? They want to belong. When was the last time a child ask if they could take trash to the dumpster? Take the attendance folder to the office? They want to contribute. When we understand and recognize these to needs first, we've begun to make a connection and connections make for good learning.

This was my post...I forgot to add my name. I still think trilinguilism is the same thing as code switching x 3.

I also liked the idea of trying to gain the students trust. I feel that you can teach a child more if they respect you because they are more willing to listen. I like the idea of gaining information about their home language through presentations. This allows the children to be themselves while we gather useful information that will help us to better serve the child. I also feel that the presentations give us an idea of how we can relate to their parents. Many times I feel that teachers intimate parents. They often think that we know it all and have the answers for everything. If only they knew!

Misty Mistretta

I totally agree with you. No matter what she calls it, it is a form of code switching. I really enjoyed this chapter. It makes me want to try it in my classroom. Just this year I have learned that even though my Hispanic students speak Spanish, some even speak a different language that is from their parent’s countries. I feel that it is very important to gain the students trust and respect. We have to spend 180 days with them; we need them on our side. I think that by Baker taking the effort to learn more about the students, she is well respected by each student. I was amazed that when the students made their presentations their English changed and it was effortless for the students. Wow.

Grandma Cunningham made the comment about our Hispanic students not looking at adults in the face/eyes to make eye contact a form of disrespect. I had a hard time with this in the beginning of my teaching. For over a year I did not know that and I would fuss at the students who did not make eye contact with me. Since learning this I do not expect it from my Hispanic students, but I try to explain that here in the States they need to make eye contact with adults to show respect.

Melissa Lange

Annie,

I agree with you that it sounds just like "code switching", and we ALL do that don't we? It's just that somehow as adults we have learned to speak differently depending on the situations we are in. I don't specifically remember anybody training me to talk different ways in different settings, I just picked up on the social cues of what was acceptable. I do remember a class in high school where we talked about how to interview for jobs. Other than that, I don't remember a code switch 101 class. What makes this difficult for our students is that what is acceptable and expected in one culture may be disrespectful in another. (Someone mentioned the looking in the eyes statement about children from Mexico, and I believe that is true of Hmong cultures as well.) Being familiar with these unique aspects of the languages our students bring with them can truly help us understand why they do the things they do.

I think we all code switch at times and we don't think about it. I know that I speak differently depending on where I am. I think everyone does so we are able to fit in. I taught 16 ESL students this year and I also had a hard time when my students wouldn't look me in the eye. I have now learned that is part of their culture and it doesn't really bother me anymore. I also agree that you can gain respect with students if you understand their home language. I think it makes the students feel more comfortable around you. It is important to know when and where to use a certain language.

Dana Eudy

I think we all could use refreshers in other country's habits and religions. Understanding verbal communication is where literacy starts. We all code switch. I can sound as country as can be or chage dialect to almost perfect English when I want to use the professional voice. Children do the same thing, now they just communicate through text messaging. This is still a wonderful way of expressing themselves and texting teaches writing in it's rarest form.
Robin Hand