Blog Post #6: "Aria" by Richard Rodriguez and "Teaching Bilinguals" videos (Hyperlink)

    In "Aria," from Richard Rodriguez's book Tongue Tied, as well as the "Teaching Bilinguals" video series, there is a common theme, which is that bilingualism deserves to not just be acknowledged in the classroom, but celebrated, too. Richard details his experiences of learning English as a child, which was something he felt very reluctant to do, and essentially resented later on in life, as it changed the dynamics of his family. His teachers made it clear to him that he needed to speak this "public language," as it was the language that was most dominant in both his community, and American society at large. Rather than incorporating Richard's native language, the teachers, instead, suppressed it. This lack of comfortability and comprehension in the classroom created an environment in which Richard felt shy, afraid, and consistently confused. When he eventually made improvements on speaking English, he says that "the calming assurance that I belonged in public had at last taken hold." (Rodriguez, 36) From his perspective, "belonging" in America meant acting American and speaking like everybody else. This is an idea that strips a sense of individuality from someone, as it negates the presence and importance of the various other cultures within this nation. 

    The "Teaching Bilinguals" videos emphasized that students' diverse linguistic backgrounds are an asset, rather than a detriment. They can build on these "tools" that they have, from their unique identity, so that they can become successful in the dominant culture, but at the same time, stay in touch with their "roots." The goal in multilingual schools is to teach students how to use both English and Spanish critically, intentionally, creatively, and flexibly-- also known as translanguaging. One way this is done is through reading multicultural books featuring bilingual characters. Through research of multicultural literature in the Elementary classroom, author Alexandra Lee proposes that this type of content integration is essential for students to be able to form strong connections with what they are reading, starting at a young age, as they are given the opportunity to identify with the characters and/or struggles that are represented. She shares a personal anecdote, saying that she read a book for her college English class about a girl's Mexican heritage and familial issues, and was able to relate and reflect on it, and she wishes that that was a feeling that she could have achieved much sooner in life. Multicultural literature can not only teach students fundamentals such as author's word choice, but it also "provides mirrors for students to look at their own experiences and identities (...) and the experiences and identities of others." (Lee, 9)

Point of discussion: One of the videos mentions something that I feel is really important. They explain that it is of value to become a co-learner with your students, meaning that if you only know English, you can take the time to really connect with a new language. Even though this leaves you in a position where you may not know all the answers, and aren't the "expert," you at least are gaining empathy for the students that are experiencing that on a daily basis. Some bilingual students may come into school feeling tense, since on some days they are being surrounded with a language that is less familiar to them. Understanding the struggle, even briefly, connects the teacher to the student is a much deeper way.