The link I chose to discuss was the information pertaining to child labor laws and children of farm workers. Last semester, I read a book titled The Circuit: Stories from the Life of a Migrant Child. This novel opens doors into the life of an immigrant child from Mexico. In this novel the author, Jimenez, provides opportunities for the blinders to come off and see into the world of an immigrant family through the eyes of a child. He shares his experiences with having to constantly move around due to the fact they were migrant farmers which meant moving to where the work needed to be done. What kind of life is this for a child? What type of education can these children receive? Though they had each other, there was no stability in having a home or stability of a school environment which for many white American families is something they have never had to experience. He even shares the excitement of actually living in a place which had walls and floors which would be lost to a fire along with a notebook which he cherished. Jimenez has shown me not to be so quick to judge when we see on a child’s cumulative record how many times they have moved within a school year. Does the child or the family have a choice? This novel allows you to experience the life of a migrant child through the eyes of the child.
As I read through the information concerning children of farm workers, a part of me was amazed at the fact this still takes place in any country in this world. It is only within the past few years that I feel I have truly had my blinders removed and seen the world for what it truly represents which seems to not include an education for all. It seems as though many have forgotten all children deserve an education.
As a child as well as a young adult, I assumed all children had the same opportunities for education as I did. I never thought of young children having to go out and work the fields instead of going to school. Even the shows I watched as a child like Little House on the Prairie and The Waltons showed children going to school and receiving an education. I never really thought of children having to choose between school and working to help to feed their family. I assumed that was the parents job not the child's.
American Federation for Teachers. In Our Own Backyard: The Hidden Problem of Child Farmworkers in America. Retrieved on October 11, 2009 http://www.ourownbackyard.org/
Jimenez, Francisco. (1997). The Circuit: Stories from the Life of a Migrant Child. New York: Houghton Mifflin Co.
Sunday, October 11, 2009
Sunday, October 4, 2009
Multiculturalism and Education - Blog #4
Does our educational system do the job that needs to be done to incorporate multiculturalism into the school curriculum? Over the years we have added Women's History Month, and Hispanic Heritage Month but is this truly incorporating and encouraging multiculturalism or teaching in isolation because Americans have decided these cultural groups have relevance in history?
In the article Multiculturalism in School Curriculum by Waxler, he discusses the importance of not teaching about cultures as a "separate entity." He provides several examples to illustrate how he incorporates different cultures and perspectives into his lessons. As well as providing us with examples, he also argues how his lessons address the highest level of Bloom's Taxonomy which is evaluation. At this level, students are comparing, contrasting, defending, evaluating, justifying and supporting their arguments. I think Waxler has illustrated how the classroom can embrace different cultures and perspectives as well as achieve high achievement scores which sadly in the end is the goal without isolating them into categories.
The article Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School by Hirsch looks at the need for a centrist core curriculum. If I am understanding the article correctly, he is arguing centrist curriculum would create true diversity within our schools curriculum. In other words, it would bring together the home culture and the school based culture. As well arguing the need for bringing the cultures together, he also maintains the importance of needing to read, write, engage in a conversation, and solve math problems in order for them to overcome their "victimization" and obtain more meaningful jobs. Are these students needing to overcome their "victimization" or needing to be understood and accepted?
As I read this article, I did agree with the need for our school curriculum to respect each and every students home culture, but one of the characteristic of the centrist curriculum includes to "encourage knowledge of and sympathy towards the diverse cultures of the world." I agree with encouraging all students to have knowledge of the different cultures of the world we live in today, but I am discouraged by the word "sympathy." Should we be encouraging our students to have sympathy or to embrace, accept and understand multiculturalism?
When I look at my students in my classroom and all the diversity represented I am in awe. Just within my classroom, I have Hispanic, Arabic, Ethiopian, Somalia, and Russian children. Watching them interact with each other everyday is amazing. Though they may not all speak the same language, they still manage to communicate and not isolate into groups. Yet, when I was in school, I can remember only one African-American in my school and there was zero in my class. Multiculturalism did not exist or none that I could see.
The school I attended was all about following the typical white-American standards not embracing diversity. The curriculum consisted of reading, writing, math, science, and social studies. History involved learning about famous Americans and slavery. I do not recall much if any discussions of immigration or diverse cultures. I am sure if you took Spanish, French, or German classes you were exposed to those cultures, but I did not take any of these classes while in high school or college.
References:
Hirsch, Jr.,E.D. (1992). Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School. Retrieved on October 4, 2009 from http://coreknowledge.org/CK/about/articles/centrst.htm .
Waxler, Adam. (2006-2008). Multiculturalism in School Curriculum, Retrieved on October 4, 2009 from http://www.eslteachersboard.com/cgi-bin/articles/index.pl?page=2;read=1621.
In the article Multiculturalism in School Curriculum by Waxler, he discusses the importance of not teaching about cultures as a "separate entity." He provides several examples to illustrate how he incorporates different cultures and perspectives into his lessons. As well as providing us with examples, he also argues how his lessons address the highest level of Bloom's Taxonomy which is evaluation. At this level, students are comparing, contrasting, defending, evaluating, justifying and supporting their arguments. I think Waxler has illustrated how the classroom can embrace different cultures and perspectives as well as achieve high achievement scores which sadly in the end is the goal without isolating them into categories.
The article Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School by Hirsch looks at the need for a centrist core curriculum. If I am understanding the article correctly, he is arguing centrist curriculum would create true diversity within our schools curriculum. In other words, it would bring together the home culture and the school based culture. As well arguing the need for bringing the cultures together, he also maintains the importance of needing to read, write, engage in a conversation, and solve math problems in order for them to overcome their "victimization" and obtain more meaningful jobs. Are these students needing to overcome their "victimization" or needing to be understood and accepted?
As I read this article, I did agree with the need for our school curriculum to respect each and every students home culture, but one of the characteristic of the centrist curriculum includes to "encourage knowledge of and sympathy towards the diverse cultures of the world." I agree with encouraging all students to have knowledge of the different cultures of the world we live in today, but I am discouraged by the word "sympathy." Should we be encouraging our students to have sympathy or to embrace, accept and understand multiculturalism?
When I look at my students in my classroom and all the diversity represented I am in awe. Just within my classroom, I have Hispanic, Arabic, Ethiopian, Somalia, and Russian children. Watching them interact with each other everyday is amazing. Though they may not all speak the same language, they still manage to communicate and not isolate into groups. Yet, when I was in school, I can remember only one African-American in my school and there was zero in my class. Multiculturalism did not exist or none that I could see.
The school I attended was all about following the typical white-American standards not embracing diversity. The curriculum consisted of reading, writing, math, science, and social studies. History involved learning about famous Americans and slavery. I do not recall much if any discussions of immigration or diverse cultures. I am sure if you took Spanish, French, or German classes you were exposed to those cultures, but I did not take any of these classes while in high school or college.
References:
Hirsch, Jr.,E.D. (1992). Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School. Retrieved on October 4, 2009 from http://coreknowledge.org/CK/about/articles/centrst.htm .
Waxler, Adam. (2006-2008). Multiculturalism in School Curriculum, Retrieved on October 4, 2009 from http://www.eslteachersboard.com/cgi-bin/articles/index.pl?page=2;read=1621.
Wednesday, September 30, 2009
Multiculturalism - Right or Wrong?
Multiculturalism - Right or Wrong?
What is multiculturalism? According to Wikipedia, it refers to the acceptance of multiple ethnic cultures. So, what is so difficult with accepting others ethnic cultures? What are the challenges of multiculturalism and is multiculturalism is wrong? Just from the articles I read I don't think there will be one answer and for some the answer will be yes and for some no. I believe this will continue to be a debate that will never end.
In the article, The Challenge of 'Multiculturalism' In How Americans View the Past and the Future by Taylor, I believe he is saying that with multiculturalism we are changing the way children are being taught about American history and are embarking on a journey of changing history lessons to that of numerous national ethnic identities. Taylor also discusses how white Americans definition of multiculturalism is perceived differently by those of a different ethnic background or race. I believe most white Americans definition of multiculturalism is that of acceptance and inclusion yet many non-white Americans understanding of the word is that of separation and not unity. My definition of the word is acceptance, understanding, and unity of differences in cultures all around the world.
As an educator, I believe my job is to teach the children in my classroom about history, our differences and acceptance of those differences. Hasn't America always been a country represented by diversity through a variety of races and ethnic cultures? Why is it so difficult for us to learn and accept each others cultural and ethnical backgrounds? When I sit here and write this reflection, I think of the numerous cultures represented within my classroom. Some of my students are Arabic, some Hispanic, and Russian yet when we are here we are all just five year olds in a classroom. Many of my students speak other languages and yet they find ways to communicate with one another as well as get along. They are accepting of their differences. So why can't adults do this?
So, is multiculturalism wrong? In the article, Why Multiculturalism is Wrong by Treanor he discusses how it limits our freedom, possibilities, and futures. The information which is provided in the article is from the Netherlands. My understanding of the article is they wanted the Netherlands to retain their culture and language and not be accepting of other cultures or languages. In my opinion, this is not multiculturalism and therefore would be wrong.
Though I know our country exist of numerous ethnic and cultural backgrounds, I don't know if we have truly embraced the relevance and need for multiculturalism within our societies. Yes, I believe it is taking place in our classroom, but what about when they walk out of those classroom doors. Have we as educators done our job and truly shown and demonstrated multiculturalism so it will go with them beyond the classroom doors, or when they walk out those doors at 3:00 they will divide and remain one with their culture and race?
Taylor, Samuel. The Challenge of Multiculturalism in how Americans View the Past and the Future. The Journal of Historical Review, vol. 12, pp.159-165. Retrieved on September 30, 2009 from http://www.ihr.org/jhr/v12/v12p159_Taylor.html .
Treanor, Paul. Why Multiculturalism is Wrong. Retrieved September 30, 2009, from http://web.inter.nl.net/users/Paul.Treanor/multicult.html .
Tuesday, September 22, 2009
Grammar, That is the Question
What is grammar? Grammar is what we as individuals use to convey meaning and express ourselves. Grammar is present in our daily lives. It begins when we are babies and our parents have us repeat words, statements, or sentences in a correct manner by modeling it for us.
According to Thornbury, "grammar is a description of rules that govern how a language's sentences are formed" (p. 1). With this said, I wonder how confusing this is for our students who come to us speaking a language other than English. Not only are they learning a new language they are also acquiring a new set of rules for grammar. An example I see of this in the classroom daily, are my Hispanic students use of pronouns. They always use the pronoun "he" whether they are discussing a boy or girl. For me, this can be confusing when trying to follow a conversation and grasp whom they are talking about in the conversations. So, if it is confusing for me as an adult, I can only imagine how confusing it can be for students.
So, the question is how do I teach my students grammar? Should it be done through drills and exercises or through modeling and repetition. I believe it is done through modeling and repetition by using stories, songs, journals, etc.
In my kindergarten classroom, I have four different languages being represented. So, my students are hearing English, Spanish, Arabic, and Uzbek/Russian. One of the challenges I face within my classroom, is grasping and understanding the meaning of words which they are attempting to convey and modeling by using correct form and sentence structure. Just as I struggle to understand them and their usage of grammar, they are attempting to understand me and model the examples which I provide them with daily.
For me, the best way to teach grammar to my students is through use of principled eclecticism which according to Beare(About.com) is, "about the use of various teaching styles in a discriminating manner as required by learners needs and styles." To me, this means differentiating our instruction to meet the needs of our students and this includes grammar. How many of our English Language Learners are going to learn grammar through drill exercises? If I had to guess, I would say a very limited number if any. Grammar, from my perspective and experience with my students in the classroom is best taught and learned through modeling and repetition which is experienced in the classroom through writing and daily conversations.
Thornbury, Scott. (1999). How to Teach Grammar. Charlbury, Oxfordshire, UK: Bluestone Press.
According to Thornbury, "grammar is a description of rules that govern how a language's sentences are formed" (p. 1). With this said, I wonder how confusing this is for our students who come to us speaking a language other than English. Not only are they learning a new language they are also acquiring a new set of rules for grammar. An example I see of this in the classroom daily, are my Hispanic students use of pronouns. They always use the pronoun "he" whether they are discussing a boy or girl. For me, this can be confusing when trying to follow a conversation and grasp whom they are talking about in the conversations. So, if it is confusing for me as an adult, I can only imagine how confusing it can be for students.
So, the question is how do I teach my students grammar? Should it be done through drills and exercises or through modeling and repetition. I believe it is done through modeling and repetition by using stories, songs, journals, etc.
In my kindergarten classroom, I have four different languages being represented. So, my students are hearing English, Spanish, Arabic, and Uzbek/Russian. One of the challenges I face within my classroom, is grasping and understanding the meaning of words which they are attempting to convey and modeling by using correct form and sentence structure. Just as I struggle to understand them and their usage of grammar, they are attempting to understand me and model the examples which I provide them with daily.
For me, the best way to teach grammar to my students is through use of principled eclecticism which according to Beare(About.com) is, "about the use of various teaching styles in a discriminating manner as required by learners needs and styles." To me, this means differentiating our instruction to meet the needs of our students and this includes grammar. How many of our English Language Learners are going to learn grammar through drill exercises? If I had to guess, I would say a very limited number if any. Grammar, from my perspective and experience with my students in the classroom is best taught and learned through modeling and repetition which is experienced in the classroom through writing and daily conversations.
Thornbury, Scott. (1999). How to Teach Grammar. Charlbury, Oxfordshire, UK: Bluestone Press.
Monday, September 14, 2009
Multicultural Education
What is multicultural education?
When defining multicultural education, I would say it involves differentiating instruction and providing all students no matter their race, gender, religious belief, or socioeconomic status with a rewarding learning experience. Multicultural education involves teachers motivating all learners in the learning experience in the classroom setting. Multicultural education not only needs to be about the students but the parents and community as well.
According to Gorksi, the underlying goal of multicultural education is to affect social change which incorporates three strands of transformation. These three strands include:
Challenges facing classroom teachers as they implement multicultural practices in their classroom.
In my classroom, one of the challenges I find is communicating the expectations of students to parents who do not speak English. Though our school system has several translator, we only have one that speaks Spanish on site. I find this challenging not only for me but my parents as well. I think many times people are quick to judge that parents who speak another language do not want to participate in their child's education, but I have found it is the breakdown of communication. Many parents as well as students are very educated in their native language, and as educators we need to be aware of this.
Another challenge I face in the classroom, is to constantly be aware of each of my students needs and aware of their participation. I have to remind myself that just because a student is not speaking or being involved in the activities does not mean they are being defiant they are only adjusting to their new environment and language. I know I am often an observer when I am placed in a new surrounding or people new to me, so why would a non-English speaker be any different.
When defining multicultural education, I would say it involves differentiating instruction and providing all students no matter their race, gender, religious belief, or socioeconomic status with a rewarding learning experience. Multicultural education involves teachers motivating all learners in the learning experience in the classroom setting. Multicultural education not only needs to be about the students but the parents and community as well.
According to Gorksi, the underlying goal of multicultural education is to affect social change which incorporates three strands of transformation. These three strands include:
- transformation of self
- transformation of school and schooling
- transformation of society.
Gorski, Paul and EdChange. Multicultural Pavilion. Retrieved September 14, 2009 from http://www.edchange.org/multicultural/initial.html.
Challenge of defining multicultural education.
When beginning this post and reflecting upon multicultural education,I began to think shouldn't have multicultural education always been relevant in our educational system. Schools have been filled with students of different races, genders, cultural beliefs, and socioeconomic status for quite some time. So, why are we just now seeing the relevance of multicultural education. I truly find this puzzling.
Challenges facing classroom teachers as they implement multicultural practices in their classroom.
In my classroom, one of the challenges I find is communicating the expectations of students to parents who do not speak English. Though our school system has several translator, we only have one that speaks Spanish on site. I find this challenging not only for me but my parents as well. I think many times people are quick to judge that parents who speak another language do not want to participate in their child's education, but I have found it is the breakdown of communication. Many parents as well as students are very educated in their native language, and as educators we need to be aware of this.
Another challenge I face in the classroom, is to constantly be aware of each of my students needs and aware of their participation. I have to remind myself that just because a student is not speaking or being involved in the activities does not mean they are being defiant they are only adjusting to their new environment and language. I know I am often an observer when I am placed in a new surrounding or people new to me, so why would a non-English speaker be any different.
Sunday, August 30, 2009
Introduction Blog Entry
Hello,
On my blog you will see a picture of me with my mom, sister, and me holding a picture of my dad. He would have been very proud to see me graduate with my masters in education.
I am currently working on my endorsement in ELL and looking forward to learning about grammar. Well, I don't know if I can really say looking forward to since grammar has always been a struggle for me. I think people in the south have their own grammar rules. (haha)
On my blog you will see a picture of me with my mom, sister, and me holding a picture of my dad. He would have been very proud to see me graduate with my masters in education.
I am currently working on my endorsement in ELL and looking forward to learning about grammar. Well, I don't know if I can really say looking forward to since grammar has always been a struggle for me. I think people in the south have their own grammar rules. (haha)
Monday, June 15, 2009
Blog Entry #4
As I began this last journal entry, I started to reflect upon my experience in high school, and feeling the odd man out just as these Mexican immigrants felt on a daily basis. Why is it that being a football player, cheerleader, baseball player, etc. makes you any more important than anyone else? What makes them stand out and better than others? Why do they receive privileges others do not? I know I never felt like I was good enough and I remember always wanting to be like the popular crowd, but I wonder would I have truly been happy.
I become very frustrated when I hear others comment and say oh, you teach ELL students. Its as though they do not expect them to succeed. It's like I want to say what makes them any different than American children? They existed and had a life before they came to America, so why can't they succeed, play sports, and be popular with all the other children.
I teach Kindergarten ELL so within the classroom I do not see a lot of "dual existence." Though my classroom is a self-contained ELL class their are many cultures and ethnic backgrounds represented within my class. It is amazing to watch them together. Though they may not speak the same language they still communicate with each other.
One day when we were out on the playground two other classes joined my class on the playground. One was a general education class and the other was an ELL class. As I watched them playing, I noticed the two ELL classes were mingling and playing together, but the general education class did not mingle much if any with the two ELL classes. Why? Do the general education classes feel they cannot communicate with the ELL children? Or, is it what they have seen from their parents and society?
How can we as educators help to dissolve this issue? I would say one way would be to become educated on differences among cultures respresented with a school and community. I have said s before building community within the classroom, school, and community is one way we can help dissolve these issues. We all need to learn to accept our differences and not judge others by the color of their skin.
I become very frustrated when I hear others comment and say oh, you teach ELL students. Its as though they do not expect them to succeed. It's like I want to say what makes them any different than American children? They existed and had a life before they came to America, so why can't they succeed, play sports, and be popular with all the other children.
I teach Kindergarten ELL so within the classroom I do not see a lot of "dual existence." Though my classroom is a self-contained ELL class their are many cultures and ethnic backgrounds represented within my class. It is amazing to watch them together. Though they may not speak the same language they still communicate with each other.
One day when we were out on the playground two other classes joined my class on the playground. One was a general education class and the other was an ELL class. As I watched them playing, I noticed the two ELL classes were mingling and playing together, but the general education class did not mingle much if any with the two ELL classes. Why? Do the general education classes feel they cannot communicate with the ELL children? Or, is it what they have seen from their parents and society?
How can we as educators help to dissolve this issue? I would say one way would be to become educated on differences among cultures respresented with a school and community. I have said s before building community within the classroom, school, and community is one way we can help dissolve these issues. We all need to learn to accept our differences and not judge others by the color of their skin.
Thursday, June 11, 2009
Blog Entry #3
When posed with the question as to which situation cited in the stories would I consider to be the worst,it is difficult for me to choose. Hector Seemann story is presented with bitterness and sadness at the same time. As you read about his life as a music teacher and his many talents which included composing two operas, nothing ever became of his life. He only grew old and bitter. Would his life have been different if he would have been an American living in the states? Did he seek out to have his operas performed? Seeman hated Mexico yet never seeked to escape his life. I wonder why. What kept him in Mexico? Was his failure his own or is his country to blame?
I think most immigrant families leave their country with the intent to return to a better life, but for many this does not happen. As for the Briseno and Chon families, I believe this is what happened. They dreamed of coming to America and making money to only return to their country and have a better life. Yet, this never happens. Briseno life comes to a tragic end and though Chon dreams and talks of returning "home" it never happens. It's as though they become to consumed with the "American dream". In fact, they are living the "American dream". They have homes, cars, and their children are attending private schools. I often wonder at what price does this dream come? How much of their culture and heritage do they sacrifice if any?
Are these immigrant families any different from families who were born in America and are seeking a better life? Many families are living in poverty in America and are they any different than immigrant families seeking a way out for a better life.
I think most immigrant families leave their country with the intent to return to a better life, but for many this does not happen. As for the Briseno and Chon families, I believe this is what happened. They dreamed of coming to America and making money to only return to their country and have a better life. Yet, this never happens. Briseno life comes to a tragic end and though Chon dreams and talks of returning "home" it never happens. It's as though they become to consumed with the "American dream". In fact, they are living the "American dream". They have homes, cars, and their children are attending private schools. I often wonder at what price does this dream come? How much of their culture and heritage do they sacrifice if any?
Are these immigrant families any different from families who were born in America and are seeking a better life? Many families are living in poverty in America and are they any different than immigrant families seeking a way out for a better life.
Tuesday, June 9, 2009
Blog #2
When I began reading chapter four, I began to picture these paintings in my mind. For some odd reason when I think of these paintings, I think of Elvis. I don't know if I ever really made a connection between velvet paintings and the Hispanic population, but as I continued reading about Moran, Hardin and Velazquez I began to realize how relevant velvet paintings are to the Hispanic population. What once brought many out of poverty has also brought them back into poverty.
I don't think this is a painting I could ever she myself owning or wanting in my home, but after reading the chapter I can see the importance it had to many families. It was their living and how they supported their families. Though these paintings may have provided some positive aspects to many families, it also had negative ones as well. Many of these men spent their money on booze and women, and did it really ever give them happiness? It's as though it only provided a temporary solution to the poverty in Mexico and a way for some Americans to make more money and take advantage of the Mexicans.
As for ridicule in the classroom by other students, I do not think this should ever happen. First, it is important to build community within the classroom and learning how to accept others differences. It should not matter whether you are from this country or another. We all have tradtions with our families though some may be perceived as odd or unusual they are still are traditions and should be respected. Basically, I am saying we should practice what we preach. Which is we should respect others traditions and beliefs without ridicule. The school/classroom environment should be a place where students feel safe from ridicule.
I don't think this is a painting I could ever she myself owning or wanting in my home, but after reading the chapter I can see the importance it had to many families. It was their living and how they supported their families. Though these paintings may have provided some positive aspects to many families, it also had negative ones as well. Many of these men spent their money on booze and women, and did it really ever give them happiness? It's as though it only provided a temporary solution to the poverty in Mexico and a way for some Americans to make more money and take advantage of the Mexicans.
As for ridicule in the classroom by other students, I do not think this should ever happen. First, it is important to build community within the classroom and learning how to accept others differences. It should not matter whether you are from this country or another. We all have tradtions with our families though some may be perceived as odd or unusual they are still are traditions and should be respected. Basically, I am saying we should practice what we preach. Which is we should respect others traditions and beliefs without ridicule. The school/classroom environment should be a place where students feel safe from ridicule.
Thursday, June 4, 2009
Blog #1
As I began reading the book by Quinones and processing the word immigration, what came to my mind were the students in my classroom. Over half my students are Hispanic. Some are in this country legally and some are not. So, when it comes to immigration I am filled with mixed emotions because I am looking into the eyes of an innocent five year old. I believe my job as an educator is to accept them and provide them with the same opportunities as any other child. Don't they deserve the same rewarding educational experience as any other child? Why can't they be successful?
Yes, I can see where it is becoming an issue and I become very frustrated when I have to press 1 when calling a business to get English, but I don’t believe it is going to change and deep inside I don’t know if I want it to or not. I don’t mean to say I agree with having to press a number to receive services in my native language, but should they not have the opportunity to receive services in their native language. At the same time, how would I feel if they were living in my neighborhood, playing with my children, and socializing in my home? I don’t know if I have an answer or one I would be happy to admit because I know I love the children in my classroom and the families represented are very hard-workers and strive for their children to be successful. It’s as though we have come to accept Blacks, Asians, and Chinese into our neighborhoods but we don’t see the Hispanic population. Why? It’s as though they create their own community and don’t step out of those boundaries. Is this by choice or society?
I do think Quinones chapter on The Saga of South Gate showed just how willing immigrants are to be involved once they understand. Parents in my classroom are more than willing to participate in their child's education once the lines of communication were established in their native language. This community came together to do away with the corrupt Albert Robles and once again build upon what they came to America for, democracy.
I know as a teacher my emotions are involved because I truly believe we can make a difference in their lives and they can succeed, but at times I think society wants them to fail.
No, I do not believe they should stay in this country illegally, and yes I am filled with fear at times as to what will become of our country if illegal immigration continues. What will be the face of America?
As for the question, do I have any suggestions for immigration reform? I guess I don't really have any at this time. All I do know is the students in my class have impacted my life over the past school year and have opened my eyes to the importance and relevance of understanding one's cultural and ethnic background. It's not just about me impacting their lives but how they impact my life as well.
Yes, I can see where it is becoming an issue and I become very frustrated when I have to press 1 when calling a business to get English, but I don’t believe it is going to change and deep inside I don’t know if I want it to or not. I don’t mean to say I agree with having to press a number to receive services in my native language, but should they not have the opportunity to receive services in their native language. At the same time, how would I feel if they were living in my neighborhood, playing with my children, and socializing in my home? I don’t know if I have an answer or one I would be happy to admit because I know I love the children in my classroom and the families represented are very hard-workers and strive for their children to be successful. It’s as though we have come to accept Blacks, Asians, and Chinese into our neighborhoods but we don’t see the Hispanic population. Why? It’s as though they create their own community and don’t step out of those boundaries. Is this by choice or society?
I do think Quinones chapter on The Saga of South Gate showed just how willing immigrants are to be involved once they understand. Parents in my classroom are more than willing to participate in their child's education once the lines of communication were established in their native language. This community came together to do away with the corrupt Albert Robles and once again build upon what they came to America for, democracy.
I know as a teacher my emotions are involved because I truly believe we can make a difference in their lives and they can succeed, but at times I think society wants them to fail.
No, I do not believe they should stay in this country illegally, and yes I am filled with fear at times as to what will become of our country if illegal immigration continues. What will be the face of America?
As for the question, do I have any suggestions for immigration reform? I guess I don't really have any at this time. All I do know is the students in my class have impacted my life over the past school year and have opened my eyes to the importance and relevance of understanding one's cultural and ethnic background. It's not just about me impacting their lives but how they impact my life as well.
Monday, June 1, 2009
New experiences
Well, I actually cannot believe I am blogging. Not sure exactly what I am doing. This is defintely a new experience for me. I look forward to more blogging. I don't think my children know what to say about their mom blogging.
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