I find the issue of language to be very fascinating. It is so selfish of me to assume that all the students in my classroom are native English speakers and therefore should only speak English in my room. Likewise, if I go into a shop run by someone from another country, I wouldn't expect them to be speaking English. I would hope that they would know enough so that we could communicate, and that's it. So, that may be what my students come in with. Since moving to District 150, I have had a high population of Spanish-speaking students. I know a little Spanish and I try to use it when I can. Often times, the students end up laughing at my weak and grammatically incorrect attempts, but I think they get that I am trying to make a connection to them. I have been known to ask the students to help me say something in Spanish. I teach 5th grade, and having them teach ME something really boosts their confidence, especially those who struggle in class. Other times, I may have a more proficient English speaker work with a less proficient one so that they can translate.
I found the box (7.1) about ASL interesting too. It is a mind shift to consider deaf people not disabled, but people who are speaking a different language. I have taken sign language courses, and while I haven't had any students who need it, I have used it in public.
What do you do to account for the language barriers in your classroom or everyday life?
Like you I found the box (7.1) regarding ASL interesting and uncomfortable at the same time. I'd like to think I do not harbor any bias towards any culture, race or creed. However I can honestly admit I looked at being deaf as a limiting factor from a learning perspective. Quite honestly however I am the one with the bias which is a limitation for me. I could do a heck of a lot more to learn another language including sign language so that I can broaden the scope of cultures I can learn from.
ReplyDelete