In fact, the present overdose of monolingualism and Anglocentrism that dominates the current educational debate not only contributes to a type of mind-tied America, but also is incapable of producing educators and leaders who can rethink what it means to prepare students to enter the ever-changing, multilingual, and multicultural world of the 21st century. (B&S, p. 375)
While arguing for the use of the students' native language in their educational development, I would like to make it very clear that the bilingual education goal should never be to restrict students to their own vernacular. (B&S, p. 377)
Educators must understand the all-encompassing role the dominant ideology has played in this mystification and distortion of our so-called "common culture" and our "common language." ... Without the cultivation of their native language, and robbed of the opportunity for reflection and critical thinking, lingiustic minority students find themselves unable to re-create their culture and history. Without the reappropriation of their culture, the valorization of their lived experiences, English Only supporters' vacuous promise that the English language will guarantee students "full participation first in their school and later in American society" (Silber, 1991, p. 7) can hardly be a reality." (B&S, p. 383)
Research has clearly revealed that it is short-sighted and counter-productive to promote a 'common language'. If educators are to advance and develop and keep up with the times, they should adapt to the multicultural and multilingual approach for their students. Educators should not only encourage the development of the native languages, but also, at the same time, lead students to a comfortable use of second, and perhaps third and fourth languages. Educators will no doubt reap the benefits of building upon the unique cultures of their students rather than trying to erase their individual cultures/mold them into one common culture.
Coffee Beabadoobee Lyrics Ukulele Chords
5 years ago
1 comment:
I agree that if future teachers are taught in a monolinguistic and anglocentric way, then their instruction has a strong chance of being monoligualistic and anglocentric. This is a cycle that isn't preparing students for a multicultural society. This type of instruction and learning will make cultural differences and understanding more distant.
If non-native English speaking students can be thoroughly taught English as well as incorporate and further their native language and culture, they will be more prepared for the multicultural world we live in. In order for students to incorporate their native languages and cultures into their education, teachers must give students outlets to do so. Outlets might be reading multicultural literature, teaching multicultural topics, and allowing students to research their native cultures and languages.
In my field placement we are using a text that does a pretty good job of incorporating multicultural literature. Literature written by multicultural authors, about culturally different places and topics, and there is room to discuss multicultural topics in the class.
I'm not too sure how to incorporate different languages in my classroom, but my school is very proactive with multi-language learning.
Post a Comment