"Code Switching can serve as a borrowing strategy by using the native language to fill in English words they don't know; so they can continue their thinking process."
(Danling Fu, 49)
(Danling Fu, 49)
I have always thought about code switching as a necessity for ELL students, and I have always admired people who can move in and out of different languages (even if the transitions aren't super smooth). I have been trying, with moderate dedication, to learn Spanish for the last few years, and it wasn't until reading Fu that I realized my real problem is my resistance towards code-switching (and exposure if we are keeping it real). I would never start a sentence in Spanish that I wasn't sure I would be able to finish in Spanish; I didn't want to sound silly or produce sentences that weren't properly conjugated or structured. I think this has probably stunted my growth and made me a nervous speaker.
I say this because I think it takes courage to code-switch and to allow yourself to engage with this form of learning––this process. I also think it is natural when you are learning a language to move between a comfort zone and a place that is not so steady. In reference to the above quote, allowing yourself to code-switch allows the thinking process to continue. This reminded me of our first week, the Cameron reading, and her advice to "just begin." I think allowing students to write in their first language and then later allowing them to move between the two languages gives them a place to begin and turns what could seem daunting, writing in another language, into a gradual and natural process.
When Martinez writes, "one way in which linguicism gets upheld in classrooms is when Black and Latinx youth get categorized as English learners, long-term English learners, standard English learners, or the more common catch-all label, "at risk"." I think here he is speaking to the way we sometimes look down on those who don't speak proper English or what we would consider "standard English." This is of course not everyone's belief but we do hear that, "if your in the United States, speak English." I think this really shows no respect for the courage of code switching or the difficulty it takes to communicate a different language.
Martinez is encouraging readers, like Fu, to see those practicing another language as brave and capable people; it doesn't matter if they are in fourth grade. I think both are also advocating for preserving first languages as a means of making sure that students don't loose the richness of that first language. I think this is really important for teaching and for that reason I think it totally makes sense to have kids write in their first language and then gradually move into English, as Fu describes in his book, Writing Between Languages.
When Martinez writes, "one way in which linguicism gets upheld in classrooms is when Black and Latinx youth get categorized as English learners, long-term English learners, standard English learners, or the more common catch-all label, "at risk"." I think here he is speaking to the way we sometimes look down on those who don't speak proper English or what we would consider "standard English." This is of course not everyone's belief but we do hear that, "if your in the United States, speak English." I think this really shows no respect for the courage of code switching or the difficulty it takes to communicate a different language.
Martinez is encouraging readers, like Fu, to see those practicing another language as brave and capable people; it doesn't matter if they are in fourth grade. I think both are also advocating for preserving first languages as a means of making sure that students don't loose the richness of that first language. I think this is really important for teaching and for that reason I think it totally makes sense to have kids write in their first language and then gradually move into English, as Fu describes in his book, Writing Between Languages.
I liked that you talked about the courage it takes to code switch. I think it can't be stated enough how brave students are to take the risks that they do in our classrooms. Particularly the students that know they might not get it right at first, but they aren't afraid to try. I took Spanish classes in high school and middle school and learned a little bit of Italian in elementary school, but I haven't retained any of it. I can remember a few words here and there, but I wouldn't call myself even close to fluent. I asked my brother if he was going to continue Portuguese this year after taking it for two years, but he said no way. He was only doing it because it's a requirement to get into pretty much any college. Languages other than English are relegated to a checklist and that has to change. My sister, who has a friend who was born in Uruguay, can speak Spanish fluidly because she had a real viable reason to adapt.
ReplyDeleteYes, yes, yes!!! I had doubts about using codeswitching, too! I like it when you said you resisted using it. I doubted that it would really work until I read Fu's book and realize that it definitely does work! :-)
ReplyDeleteMartinez's categories of those who learn English is almost exactly the same for the Deaf and Hard of Hearing. I was awed and amazed to find out that the Deaf aren't the only one. Martinez spoke of almost everyone who aren't Black or Latinx lookig down at them while I meant for teachers' attitude toward DHH students. DHH teachers really believe that it is TOO late for DHH students to catch up in learning English. For example, in my old school, the administratos decided that for the SAT tests, DHH students didn't have to take the vocabulary section because they thought DHH students will not understand any words. Sad!
Maddsters,
ReplyDeleteI like that you pointed out how Fu and Martinez seem to be encouraging teachers to allow ESL students to work with their native language. Like I said before, if it will help them to work with both languages, I want them to do so. Hopefully, by allowing them the ability to work in both, they will be able to make the connections to help their English improve. Sometimes, just saying or reading things over and over helps, but what may really push them most is being able to connect it to their own first language. They say that practice makes perfect, so lets keep them practicing! Great post!