Discussion 5 and 6

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Apr 3, 2024

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Isabel Medina Discussions 5 & 6 4 March 2024 BME 210 Part A 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 political movement that seeks to establish English as the sole official language of the United States or any particular city or state within the U.S.”(Nordquist 2019 n.p) on the ThoughCo Website. This political time was started around 1907 with Theodore Roosevelt and is still around today. The English language is widely used among many people worldwide, not just in the United States. However just because this language is fairly familiar to most people it shouldn't be the only one we focus on. Many people across the United States are raised in a non-English speaking home and it is a struggle for them in everyday life when their native language gets pushed to the side. The English-only movement to me is an example of linguicism. Linguism is the unfair treatment of an individual based on their use of language. How is it fair for us as a nation to declare that we can only speak our native language English when we don't even try to learn the other languages spoken around us? An example in the book states how “ for English-language learners, however, not knowing English is a tremendous disadvantage not because their native language is ineffectual for learning but because it is not usually viewed by their teachers and schools” (). Most native speakers are forced to learn English and lose their native tongue because the people around them don't bother to try to learn their language. Because of this, we create an unfair system for all different language speakers because we force them to struggle and learn a new language while we English speakers don't have to worry about that struggle. A.4 Read the Manuel Gomes case study. Select TWO (out of 4) questions in the “reflect on this case study” section. Develop your answers fully. 1. Considering some of how Manuel’s experiences as an immigrant were frightening and painful, what can teachers and schools do to help?

In Manuel's interview, he talks about many of the differences he experienced once he came to America. Back home he described his hometown as being very friendly and welcoming. As a child, he would be able to walk to his neigbors and receive cake and treats. However, once he moved to America it was a lot different. There was no crime in his old town but now he was surrounded by fear of being jumped or violence being right around the corner. He states “We treat people differently. There's no crime. You don't have to worry about people jumping you, taking your money or walking at night by yourself.” (Nieto and Bode, 2012,265). He also had a very different school experience in America. He didn't know anybody and when he would step on someone's shoe was threatened. He also missed out on a lot of school as he was one of the only English speakers in his family. He needed help especially when his father was in the hospital. Since his father couldn't speak English, Manuel was the one who told him he had cancer. He describes that experience as very painful and sad even to have to go through. Living in a family like this some students have to make certain sacrifices. As a teacher and a school, we should support these students as much as we can. Even if we don't speak the same language or go through the same experience as an immigrant we should be more lenient and understanding of their situation. 2. Do you understand why Manuel felt reluctant to identify himself as “American”? How would you approach this issue if he was one of your students? I think that Manuel felt reluctant to identify himself as “American” because he saw how the “American” culture is so different from his own culture. In the section “The Pain and Fear of Immigration” Manual talks a lot about how unsafe he felt after coming to America. The American culture is thought of as unfriendly and holds a lot of violence. It has gotten to the point where there are so many school shootings that it is starting to become a part of our culture. We have such things like only english movements where we try to diminish other countries native languages. We have also tried to close our borders to “outsiders” and kick people out of our country. The united states is very unwelcoming compared to Manuels culture. He explains “ we have a different way of living in Cape Verde… There’s no crime. You don’t have to worry about people jumping you, taking your money, or walking at night by yourself.” (Nieto and Bode, 2012,256). His idea of the united states from his experience expresses how negative americans are. He would rather identify himself as a Cape Verde because that's where he was raised and he doesn't see himself as one of these negative people. 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 that language or don't teach ESL? Alicia Montegjo’s case study has different ideas for easy teachers can support students that are non english speakers. One way that was mentioned was how teachers should always be encouraging of their students. Teachers shouldn't be doing the work for them but providing a support system that has resources to help them complete their assignments. An example of a resource that could be used could be holding a class that helps students better learn English and have practices that could be used in a school setting. This can help students feel more confident and practiced when at school. Something Alicia would want teachers to tell their students is “not to give up” (Nieto and Bode, 2012, pp. 250). Alicia also suggests that teachers try to learn Spanish or try to understand the students' cultural and language backgrounds. Some examples of this could be doing their own research, taking different courses or asking the students about their culture. She also talks about how important it is for teachers to be patient with their students. They should try to be patient and try their best to communicate with them. Since some schools don't have different language programs it is very important for teachers to try to step in and make all their students feel welcomed and heard. . 2. 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? Being a teacher we are going to be role models and extra support for our students. As a teacher we probably went to college and have our own experiences. As a teacher we could make ourselves a resource for our students and give them advice for their own future. However, like mentioned in Alicia's case study some teachers don't introduce this topic. A solution to this problem could be teachers creating a lesson or class diction that has different resources students could use. There could also be talk about encouragement for their future career and goals. According to Julissa Fernandez “ Some elementary schools in the West Covina Unified School District, one of these being Monte VIsta Elementary, are affiliated with No Excuses University (NEU). A program that influences TK-6th graders to start thinking about college.”(Fernandez 2023 n.p.). At this school college talk isnt rare and is common at a younger age. This is a good idea to start the college talk when kids might have no clue where they wanna go. It would help students know all of their options and learn a lot more information. But there shouldnt just be a focus on college talk. Some students might be leaning more towards community college or trade school. Their questions should also be able to be answered by teachers. These simple incorporations into class can be very helpful for students who are thinking or planning on going to college.

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Part B B.2 Read the Paul Chavez case study. Select TWO (out of 4) questions in the “Reflect on this case study” section. 1. What support services do you think are needed in schools such as those in Paul’s neighborhood? Why? In all schools there is always such a diverse selection of students and all of them should be heard and understood. For instance, Paul’s school is surrounded by guns and students are usually misbehaving. His school is also part of a lower class neighborhood which is considered a disadvantage. Some ideas for support services that could be used are after school tutoring programs, student support groups, reduced cost in lunches and access to more resources. These ideas would all be a big part in having a positive effect on students' slides at school and home. When students are struggling with social skills, such as gang violence, it can negatively impact their grade. In Paul's neighborhood they had a reliable tutoring protagrmand where students would be able to get extra help they might need. However teacher in this program would need to be supporting, kind and encouraging to their students to make more more meaningful impact. Secondly teachers could arrange a student support group. They could create an environment where students could bond with their peers and talk about any issue that might be bothering them. Along with this students need to feel safe to share how they feel. Teachers could also try to host events or activities that would help distract students from making bad choices. This could create a positive atmosphere for students to grow more in kindness and make friends that also want to follow a more positive path. The dropping the cost of lunches could help make a big impact on schools similar to pauls. Students who live in low income communities might not have the same food availability like others. Being able to provide students with school lunches would help them get all the proper foods they need for the day. This extra step would show students that their school community cares about them. This would create an environment for students where they feel cared for and would have higher chances of performing at a higher level. The last resource owls are giving students better access to books and school materials. Schools in lower income areas should do their best to create programs that allow students to access books, and supplies that they would benefit from. Some families can't afford some school materials and it can really make a student struggle. If schools

could make some more programs like this it could benefit more students to have a better outcome. 2. Look at the recommendations that Paul made to improve schools. Which do you think makes sense? Why? When looking for recommendations to improve a school the first person they should be thinking about is the students. Schools are created for students and their voices should be some of the first women's heads. One example is the teachers' lesson plans. Teachers make the plans with the students in mind but they don't get to see how the lesson is perceived from the students point of view. With this in mind it would be really useful for teachers to take suggestions from the students. Paul suggests that teachers “talk about more interesting things that students would like””to put some music in the school”, and “ find out what they think is important.”(Nieto and Bode, 2012, pp. 282-283). Some of these suggestions would be helpful to take into consideration. Teachers should be considering more of the students' opinions and interest in lesson plans could help keep students more engaged. However there could be some conflict in what different students are interested in. Some students could want more reading assessments because they love learning and reading books but others could be more interested in watching films because they don't like regular lessons. Including music in school could also be a really good idea but could also create some distractions. Not all students find background noise like music to be useful in their study time. However finding another way to incorporate music like having short music breaks could be a creative way to incorporate it. All of Paul's ideas could be useful as long as they are used the right way. Another succession that Paul mentions was having parents being more involved in school. He says that teachers should teach their students as if they are talking to a family member rather than a strict classroom structure. (Nieto and Bode, 2012, pp .283). I think parents should be more involved in the classroom and school setting as they can help get different point of view to topics. School districts are also a part of communities and not only help children but also their parents. Thus could create a more positive school environment as it brings everyone together. I think there could be some other teaching techniques that could be incorporated in the classroom. Some teachers stick to teaching ways that work with other classes but don't focus on all of their different students and what different backgrounds they come from. Creating a better environment for their students can be also very effective. As teachers we a like a students second parent as we spend lots of time with them. When teachers create a less strict bond with their students they can help make more effective lessons and understand why their students might be struggling with certain topics. With

all of these different suggestions there are different ways that could be effective that teachers and schools could consider. B.3 Read the Latrell Elton case study. Choose TWO (out of 3) questions in the “Reflect on this case study” section. Develop them fully. 1. What perceptions do you think most teachers would have of Latrell? What information would you share with those teachers to advocate for Latrell’s participation and rigorous academics, arts, and athletics? What support structures would you build to help Latrell be successful? There are two different ways a teacher could possibly view Latrell. They could see him as a below average student who will never be good enough to be someone who has a lot of potential and a great future. I believe that all teachers should see potential in their students but some might not depending on their bevois teaching experiences. If a teacher worked at a school like discussed in the reading the teacher would more likely see Latrell potential. Teachers are used to seeing kids who have been expelled and at their lowest points and they know they can work their way up and prove themselves. However, teachers from a more traditional public school, Latrell would have been viewed as a troubled student. They would see his low performance and would asylum he wouldn't succeed in the real world. This should never be the case but most people have inherent biases and stereotypes. No matter where a student is at in their education a teacher should always be motivating and supportive of all of their students. I would try to show teachers how to always be congratulating their students when they achieve anything in the classroom and still push them to do better. Teachers shouldn't make lessons easier for different students but still show that they have high standards for everyone to meet. Teacher should provide Lateral with information about different programs he can join to grow certain talents he has. Not having the extra help to find information on how to excel in different ways Latrell would be a little lost on where to start. Different support structures like getting rid of stereotypes and implementing education to help all students could be ways to help Latrell be successful. Latrell stated, “I wanna do positive stuff now. I wanna do something positive with my life” (Nieto and Bode, 2012, pp. 290). Teachers should try to inspire this type of thinking in all of their students. They should create environments where Latrell and other students could make this idea a reality. For teachers to get rid of

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their stereotypes from the past and treat all students with the same respect and education there could be a better school environment. 2. Imagine you are Latrell's teacher. How is your memory of high school experience compared to Latrell's? How were the communities and neighborhoods in which you grew up compared to Latrell's? What can you do as a teacher to learn about the realities of your students’ daily lives? Does it matter? My high school experience was kinda similar to Latrell’s. Many of the students didn't go to college after high school and went into a trade or stayed close to home. Many of our teachers were not that helpful with the students who wanted to go to college like me. Many of the teachers just wanted us to have a plan for after high school and they didn't really help us make a plan. With this type of system I mainly did everything on my own. I did all of my own findings on scholarships and applying to college. I wrote a lot of essays that I would edit myself in order to turn into applications. Since I was one of the only students applying to college and doing all this hard work I wasn't quite sure that I should be going to college. Most of my classmates were getting by with their jobs and not needing to do all the extra work I was doing. I felt very alone in my process and sometimes very unmotivated. My community however was very supportive of me going to college and wanted me to explore the world. Many of my neighbors were super friendly as I lived in a very small town. I didn't encounter some of the unsafe events that Latrell did in his neighborhood. There was rarely any crime ever committed or any negative acts towards each other. I always felt safe in my town and didnt have any type of gangs around. This made my experience a lot more positive. As a teacher I think we should try to get to know our students as much as we can. In order to teach them the way they need to be taught we should learn who they are outside of just being a student. Disregarding their background sometimes they won't meet the expectations. For instance it might be expected for all students to be able to go home and type up their paper. However not all students have access to a computer or internet access at home. It is very important to understand students and work to make their school environments positive and not dreadful. It's important to all be open with your students so they then feel open to you and can come to you with any concerns they have.

Works Cited Nordquist R, (2019) “English Only Movement”, Thought Co https://www.thoughtco.com/english-only- movement-language-1690601 Nieto, S., & Bude, P. (2012). Affirming diversity: The sociopolitical context of multicultural education . Pearson Education Fernandez, J (2023). “College talk in the classroom takes away from curriculum” In Sight Student News Throughout Students Eyes, https://wchsinsight.org/33614/opinion/college-talk-in-the-classroom- takes-away-from-curriculum/