BME Discussion 5 + 6
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Northern Arizona University *
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Course
210
Subject
Linguistics
Date
Apr 3, 2024
Type
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7
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Discussion 5 + 6 -
(chapters 6/7)
A.3: In the “To Think About” section of chapter 6 (Linguistic Diversity in the U.S.) select ONE (out
of 3) questions and develop your answer fully.
1.
Research the English-only movement. Do you consider it an example of linguicism? Why or
why not?
The English-only movement is a “movement to establish English as the single official
language of the United States” (Ricento, 1995). From just reading the basic definition, it seems
to show extreme linguicism. An article by the American Psychological Association discusses
how people who immigrate to America without having a knowledge of the English language find
it difficult to succeed. A Chinese immigrant stated,
"Since I don't know English, I find myself
[like] a dumb and blind person in this society" (American Psychological Association, 1991).
People who are unable to learn in their native language are struggling all across America. By
forcing all laws, legislation, curricula, and basic everyday readings to be printed in English, a
large percentage of immigrants struggle to learn and adapt to a new society.
In my opinion, this greatly demonstrates linguicism, which is “discrimination based on
the language one speaks” (Reyhner, 2007). If a person does not have access to materials in their
native language, they are being deprived of resources. In the case of non-English speaking
immigrants, they are unable to gain new knowledge or know what is going on in their very
country just because they do not speak English. America is supposed to be a place of new
possibilities and a place for individuals and their families to have a better life. Without things
translated into a person’s native language, however, this is not possible for them. The
English-only movement shows great discrimination and does not promote diversity. If America
wants to be a place of new beginnings and benefits for people, it must provide people with
instruction in their native language and devise a plan of success for those who do not know
English or are in the process of learning.
A.4: Read the Manuel Gomes case study. Select TWO (out of 4) questions in the “reflect on this case
study” section. Develop your answer fully.
3. It is probable that school authorities and teachers assumed that Manuel’s family was wrong
in keeping him home to attend to family business during his father’s illness. What do you think?
What could the school have done to accommodate his family’s needs?
It is possible that Manuel staying home to take care of his father was a bad thing in the
eyes of school officials and faculty. When a student is enrolled in school it is important for them
to attend classes, complete assignments, and be active in class. Especially in Manuel’s case—an
older-than-average high school senior—it is crucial that he is at school so that he can graduate on
time. However, this case study shows that Manuel essentially had no choice but to stay home and
help his father. Since his family didn’t speak English, he had to go places with them “to
translate” and “help them out” (Nieto and Bode, 2012, pp. 243). The things they needed to do
required English correspondence and Manuel was the only one capable. A situation like a
doctor’s appointment proved important for Manuel to miss school to attend with his father.
This is something that schools should have more leniency and respect for. Sometimes
students are a larger help to their family than most other kids are. In a case like Manuel, he was
the only English speaker and had to be there to help his father. A school during this time should
do its best to work with the student and their family to create a plan for success. This could
include setting up meeting times either before or after regular school hours, keeping a catch-up
binder, having online class resources, and having the student’s friends support them. With this in
place, the student would be able to work on assignments outside of class while having some sort
of help and instruction.
One-on-one time with a student during a time when absences are prevalent can be very
beneficial to both the student and the teacher. It allows the child to catch up on things missed and
get clarification on classroom tasks, and it assures the teacher that the student has proper
instruction and is not left in the dark. A classroom catch-up binder is also a significant resource
for a child who is absent either for a few days or long-term. This is a place for teachers to put any
assignments, class notes, or other important handouts for students to have organized when they
return. When a teacher does this, it shows “those students who missed school that you thought of
them” (Simmons, 2016). If available either for the student or at the school, teachers can use an
online classroom or portal of some kind to post anything done in class on a particular day. This
would allow students to make up any missed work from home and be in the loop as if they were
in class. If a teacher chooses to do this, the posts must be comprehensive, easily accessible,
understandable, and even include a “link to videos and webpages that complement student
learning” (Simmons, 2016). Lastly, if teachers correspond with an absent student’s trusted
friends, they can create a buddy system. The friend(s) in class would be asked to take good and
shareable notes for their absent peer. This tasks students with being responsible in class but also
looking out for their classmates. Aside from in-class notes, the friend could help explain any
concepts in an easier-to-understand way. It helps students sometimes to have things explained by
their peers. The child in class could also contact their friend at home if possible and check in. All
of these are excellent methods that can be implemented when a child is unable to be at school.
4. Do you understand why Manuel felt reluctant to identify himself as “American”? How would
you approach this issue if he were one of your students?
Manuel is very vocal about why he does not want to identify as “American.” It makes
perfect sense after reading his explanation. He talks about how his home, Cape Verde, is so
different from America. It is a different culture and way of life that had to change when he
moved to Boston. Manuel talks about being sorely disappointed when he got to the U.S. He is
upset “especially with the crime, especially with the kids” (Nieto and Bode, 2012, pp. 242). In
America, he discusses how there is less respect and how “it’s very tough” (Nieto and Bode,
2012, pp. 242). Another point he stresses is how kids change when they move to the United
States. They often adopt more violent mannerisms. It is difficult for new students to get along
with American students because of the extreme cultural differences. Just by reading a few short
statements, it is very clear why Manuel doesn’t want to identify as American.
If he was my student, I would affirm him in whatever way he wanted to identify. I would
never force a new identity on him, especially one that he did not like. However, instead of
agreeing with any bad remarks he had to say, my goal would be to shift the conversation to a
positive light. Granted, things in America are bad sometimes, but I would help him see past bad
things and find a way to make them better. I would encourage him not to participate in any
violence and show him that he can do what’s right and be a positive influence on his peers. It
would also be a good idea to show him that he doesn’t need to change who he is because he lives
in a new place. He could be the same genuine and kind person as when he was at home. The last
thing I would do is be a positive role model for Manuel. I would attempt to guide him in the
direction of good friends and show him where he could find his crowd. This could be an
after-school club, sport, or religious group if he showed any interest. Teachers should never force
anything on their students, but should instead be a positive example and affirm students in
themselves.
A.5: Read the Alicia Montejo case study. Select TWO (out of 3) questions in the “reflect on this case
study” section. Answer them fully.
1.
How can you support students who speak “pure Spanish” (or any other language), even if
you don’t speak the language or don’t teach ESL?
Alicia Montejo’s case study provides excellent ways for teachers to support non-English
speaking students. It gives advice from a student's point of view which may serve as more
practical. Teachers need to encourage their students, help them as best as they can without doing
the work for them, and provide resources that will help them get their work completed. A simple
resource could be holding a class that allows students to better learn English and get help in a
practical way in a school setting. This encourages learning and development which is everything
a school should support. “I would tell them not to give up,” (Nieto and Bode, 2012, pp. 250) is
what Montejo thinks teachers should say to their students. She also advises that teachers either
learn Spanish or try to understand the student’s culture and language. This could include doing
their own research, taking a course, or simply asking a student. If a teacher engages with a
student in need, it shows the child that their mentor truly cares and is willing to make a
difference. Montejo also talks about how it is important for teachers to be patient with their
students, not get frustrated, and continue doing their best to communicate. It can be very difficult
and intimidating to go to a school that does not predominantly speak your native language, so it
is crucial that a teacher can be a positive support for their non-English speaking students.
3. Alicia mentioned that there isn’t much conversation in school about going to college. What
can you do, as a classroom teacher, to encourage these conversations?
As a teacher who likely completed college, it would seem easy to discuss the idea of
college in class. You would have first-hand experience and be a great resource tool for a student
who is considering higher education. However, not all teachers actively discuss the next steps
after high school graduation or how students can further their education in college. A few ways
this can be done is through class discussions, introduction to support resources, encouragement
for a child’s future career goals, and acknowledging a student’s current goal or achievement.
These simple actions can be fundamental in preparing students for college or planting the idea in
their minds early on.
Introducing a discussion about future and career goals in class can be the perfect way to
spark a conversation about attending college. An elementary school teacher, Melissa Collins,
says “It is never too early to start preparing our students for the future, especially students who
are up against many challenges” (Collins, 2019). All educators should take that statement
seriously and implement practices to support it in their classrooms. Simply asking a child what
they want to be when they grow up is enough to formulate a discussion regarding higher
education. You can simply explain to them the process of college, what it is, and why it is
important for their career goals. As they get older, the discussion slowly becomes more in-depth
and informative. By initially planting a seed, it gets the child thinking about college in the back
of their mind so that it is not a brand new concept come high school. Alongside this process,
teachers can provide their students with resources regarding higher education. These could be
what college is useful for, what options they have when deciding to attend college, such as a
two-year or four-year program, enrollment and application pointers, available major choices, and
anything that would possibly assist them when starting their college search or application
process. A teacher might be the only chance a child has to learn about college, so it is in their
best interest to provide a positive, informative, and inclusive discussion.
A few other options in regard to conversing about college in a classroom can be
encouraging a child’s plans and goals for the future and acknowledging the things they are
currently achieving. Teachers can easily affirm students by supporting them in their future
endeavors. When a student sees their teacher’s positive reaction to their goals, they will be more
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