More on getting educated, and becoming American...

"In My Language" by A. M. Baggs

Well, this week has been a really cranky one! Not only have my wife and I accomplished a second move last week (we moved as I was beginning classes over 5/23-5/29), but in grad school we've begun to really tackle some more literacy issues...

The above video is a presentation by an autistic woman raising awareness of her methods of communication and thought. There have been many ideas passed back and forth--primarily there was a sense of awe and amazement that the first half of the video can be so coherently defined in the second half by the very same person who appears rather insane. Personally, I believe the video is amazing, but as good as it is at making me "aware" it doesn't bring me to the point of seeing ELL students in the same light as students with cognitive and physical disabilities. The cultural difference in ELL students can create a communication issue--so often, in English immersion, they are give the same treatment and low level follow up as special ed. This, we (my classmates and I) all agree on. Interestingly, an author we read this week follows this same thought: "deleterious consequences of the tracking practices common in schools (labeling students and relegating them to particular types of instruction) and of the pervasive linear view of literacy development (until the basics are mastered, reading and writing activities that require critical thinking cannot be introduced)." [Mari Hanenda, in Literacies Of and For a Diverse Society, 340--no publishing year in handout]

Picking up on the cultural literacy, mentioned of so much importance in my previous post--it seems that we only built on it this week. Again, raising the question of "what is American"? Clearly the ideal has been redefined in the past 70 years of American history, and we now embrace other cultures so much and strive for their existence and permeation to such an extent we have gone beyond having our own identifiable culture as a Nation. Canada has pretty much done the same thing, as has the UK. Most other nations have not--does it have to do with the fact we speak English? I mean, most nations have a defined language, culture, and national identity that is promoted within their schools and society. Why don't the USA, the UK, and Candada?

To build on this, have a look at this short chapter: Baker on Trilingualism. In this article, the author diagnoses 3 general forms of English for the average American: a home English, a formal English, and a professional English. Frequently, we switch between these seamlessly depending on our social surroundings--which is yet ANOTHER comment on language... The author of this piece illustrates how to engage students with different backgrounds--and it is truly brilliant.

For any of you who have been to Ellis Island, I would seriously have a look at what it took to become American. For a long time--one had to be literate in his own language in order to Immigrate. Interestingly, this builds on the foundations we have found in other readings in our course so far--particularly the idea that knowing one's own language (being literate) is a better reference than solely English immersion.

Unfortunately, some of the pictures from Ellis Island cannot be found on the web in a short time. It's truly amazing, what is represented there about the process of becoming American--and I believe there are parts of it we can cling to, while retaining our desire to reach and educate many. Fundamentally, I think the issue lies in the hearts of teachers and their goal for the students.