If you could interview your English Language Learner immigrant students, what would you ask them?
This question generated a rich discussion among a middle school group at IS 220, in Borough Park, Brooklyn. These ELL teachers (Marcus and Maddy) and dance teaching artist (Mei-Yin) were planning to interview their middle school students and had met to formulate questions about the students’ experiences studying dance and theater. But before they got to specific questions, the group found themselves discussing more fundamental issues that affect student participation and perception. The following are excerpts from their conversation:
MARCUS: Think about it: "I'm a newcomer, I speak English at school with teachers, but with my friends in school I speak Chinese. At home I speak Chinese. On Eighth Avenue I see you can make lots of money and still speak only Chinese." They are between cultures. That can be source of strength -- some students can thrive and be bicultural. As a teacher I want to foster them having both identities as a strength. But it can be hard for many of them as well.
MEI-YIN: Maddy, I noticed that when you were away from your classroom and they had a substitute teacher, your students started speaking Chinese -- as if you were forcing them to speak English. So I asked them about it: What is your goal? Do you want to learn to speak English and meld into American society? To stay in Chinatown? To go back to China? What’s your future? What are you thinking of when you choose not to learn English? Is it just laziness or a real choice?
The girls were quiet and thinking. The boys just said anything – they weren’t thinking about it at that moment. Maybe they’ll think about it eventually, if they’ve heard that question: What are you there for? Is it just for your parents? Because learning language is ultimately all about what you want for yourself. These issues are often not discussed in the family. So if we don’t say it in the classroom, this question may not ever pass through their minds.
MARCUS: In middle school I don't think they know yet what they want for the big picture. But they can think "I'll be in a bigger system after middle school; I’ve got to have some goals for myself for dealing with my immediate future, with high school."
MEI-YIN: But this is the age when some kids get lost. A Chinese artist I know, her son got into trouble and was in a detention center for three years! He couldn’t speak English when he arrived here at 15. He found he could feel at home and talk to people in the Chinese gangs. I see that in kids here at this school. They are so tired of trying to follow the English all day. And they don't see the big picture, that this struggle to learn English now is just a small step to get through. They just see "I can’t learn the language, but I can join these Chinese gangs and they understand me. They’ll support me. I can make money and speak Chinese."
MADDY: I'm wondering: is there a stereotypical identity expected in China? Is there an idea of respect for elders? Some of my students write about this: "I have to be a filial son or daughter."
MEI-YIN: For my peers growing up in China you didn’t have your own identity.
Here in America it's this struggle about freedom -- what you yourself, would like to do -- but there, it'll be about what your family wants you to do. Here it’s so much about the individual and in China it’s so much about the group. I was surprised when I started to work here and I wanted to find out what does kindergarten learn? They said "Me" -- you learn about who you are.
MARCUS: Yeah, you write your autobiography first thing.
MEI-YIN: I wondered: When did I start to learn about me in school? Even in the books, they tell you about your friends and your family and what you need to do, but it’s never about me. I know that China has been changing a lot in recent years, but I still think that the kids are in between two cultures, two worlds right now in ways we can’t fully anticipate.
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Do you ever discuss the larger context of learning English with your students? Have you incorporated it in any of the work you do with them? What questions would you ask your students if you could? Write to us!
The group:
- Maddy Schmidt, ELL teacher of newcomer mostly Chinese students
- Marcus Artigliere: ELL teacher of more advanced English Language Learners
- Mei-Yin Ng: Dancer, teaching artist and Malaysian Chinese immigrant
- Maggie Fishman: Professional Development Specialist, ArtsConnection
Maggie Fishman has been a Professional Development Specialist at
ArtsConnection for four years; she has facilitated several DELLTA
partnerships and is a Webconversations Editor.
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WEB CONVERSATIONS INQUIRY
What is the nature of teaching and learning in dance and theater; and, in what ways do they influence second language acquisition in English Language Learners (ELLs)?
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ABOUT WEB CONVERSATIONS
WebConversations is a virtual community of educators engaged in ongoing conversation about teaching and learning in the arts. WebConversations are: little stories, from various perspectives, with big points, that evoke responses.
Once a month ArtsConnection posts a brief written piece that addresses a current line of inquiry inviting readers to share their thoughts in return. Responses will be edited and posted alongside the original in order to share experiences and broaden the conversation. WebConversations is a format to collaboratively construct meaning around issues in the arts and arts education.
Our current inquiry for WebConversations centers on our Developing English Language Literacy Through the Arts (DELLTA) research question (see above).
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WEB CONVERSATIONS