Week 6- "Aria" and "Teaching Multilingual Children"

 2/25/2024

“Aria” and “Teaching Multilingual Children”-- Notes and other thoughts

Going into these readings, I believe this is the first time we’ve had two readings assigned with conflicting viewpoints. I am wondering what side of the spectrum I will fall on after digesting these readings– or perhaps both have something important to say.

In “Aria”, author Richard Rodriguez argues both for and against the assimilation of MLL students into English speaking. Reflecting on his own experience, while switching his primary language spoken at home to English helped him gain confidence in public situations, he found that his home and family life suffered as a result. In his head, English was far more impersonal than speaking to his family in Spanish.

“...they do not realize that while one suffers a diminished sense of private individuality by becoming assimilated into a public society, such assimilation makes possible the achievement of public individuality” (p. 39).

While more comfortable in public environments dominated by English speaking, Richard has lost a personal part of himself and a connection to his Spanish heritage as a result. I think this is indicative of the struggle of MLL students– assimilation makes the act of living in the US far easier, but how much is lost in translation? 

Should English be completely enforced, or should there be something more freeform in the way we speak in school settings? Spanish is quickly becoming a very dominant language in the US; English is dominant culturally, but perhaps it’s only a matter of time before there is far more widespread adoption of Spanish.

On the other side of the spectrum, “Teaching Multilingual Children” author Virginia Collier affirms the importance of both teaching English, while reaffirming the value of differing linguistic and cultural values.

“For younger children, it is recommended that the teacher’s focus be on the message– which is the child’s focus– rather than on the form of the message” (p. 224)

I think this is another quote that is indicative of the struggle of MLL students– such young students are still in the process of learning, and this is further complicated by understanding the language and form in which the information is being delivered. Should the focus, then, be on the learning material itself first before the delivery of the form?

“The critical distinction to maintain is between how children acquire the capacity to converse casually in a second language, and how they learn to become proficient students using a second language. These are two entirely different processes” (p. 225)

Collier further postulates that academic language further complicates things, especially as something that doesn’t come naturally to English speaking students as well.

The two readings are stacked against each other– while Rodriguez notes that he lost a sense of himself in detaching himself from his first language, his progress in English dramatically increased as a result. On the other hand, Collier points out that eliminating the first language completely is ultimately too damaging, and that there must be an understanding of the value of multiple languages and cultures in a single class room.

I think Rodriguez is speaking from a personal point of view, and from what I gather he regrets the elimination of his first language in his home life. I think this only further strengthens Collier’s points. While difficult, it is possible to have it both ways– learning a second language for public use while maintaining important cultural values. I am interested in hearing about what the rest of the class has to say about this.

This isn't exactly the most serious or meaningful clip, but I was reminded of this Family Guy joke that I think points out the use of a second language in a public setting in an absurd way.