This post is about Senate Bill 1174 which would repeal and amend proposition 227 of 1998 in the state of California. Proposition 227 ended bilingual education services for students who did not speak English. The new bill would provide services for ALL students in the state of California that would put them on the path to becoming bilingual.
I’m in the middle of writing the findings chapters of my dissertation, so this post is not as developed as I would like. What I am going to do is list websites below that talk about the upcoming SB 1174 in order to help spread the word. My goal is to include a diverse set of website that offers different perspectives:
Video about the bill by Senator Lara:
I will continue to add to the list.
The one aspect about this SB 1174 that I, as well as many other advocates of our heritage speakers of Spanish in the U.S.A., would like to point out is that the promotion of this senate bill fails to mention the cultural and linguistic benefits it can have for the population it was initially intended for.
The mangrove forests are found in tropical places all around the world. One of the places they are found is in and around the surrounding areas of Guayaquil, Ecuador. According to World Wildlife:
“The world’s mangrove forests have been described as one of the most distinctive emersed tropical ecological systems on the planet (Fundación Natura 1995). The mangrove forests located in the province of Manabí (Ecuador) are small regions of coastal forest that shelter great biodiversity and play important ecological roles. Nonetheless, these ecosystems have suffered serious habitat changes and are critically endangered.”
When I first saw los manglares I was taken aback by their physical characteristics because unlike most trees the manglares (or mangroves), typically found in swamps, have their roots above ground. The roots form a dense network and to the naked eye it can look like there is no beginning and no end. If you try and follow where one root goes it will be impossible to see where it ends. Instead what you will see is one root after another kind of like a spider web. What I found fascinating about the manglares is that if you were to fly over them they appear to be traditional trees. From a birds eye perspective all you would see are the leaves and below would be what you imagine a “typical” tree look like. We lived across the street from a mangrove for a year and a half in Guayaquil’s prominent peninsula, Samborondon. During that year and a half I was writing my dissertation (still am!) and thinking about the way people use language. I would think about my dissertation (all the time) while cooking dinner, while bathing my daughters, at the park, in the shower, and at our weekly visit to El Parque Historico in Samborondon. The park had various attractions. It had a bridge that led visitors across the park to see tropical birds, spider monkeys, alligators, and even a children’s park. Along the way we would be constantly in conversation with one another about the animals, commenting on their behavior (or lack thereof). Many times the trail would be crowded with visitors depending on the day of the week. My favorite part was towards the end where the manglares were because just before that last section visitors had the option of exiting the trail. Many visitors chose to exit the trail because the section where the mangroves are located did not include animals to observe and comment on, there were simply trees. I loved that part of our walk because it was quiet. The mangroves offered a simple form of serenity. Each time I went by that section I admired the ways their roots intertwined for what seemed like forever. It was peaceful. And it was in that part of the trail where even for a brief moment I would think about my dissertation. It was where the manglares were located that I had an epiphany about bilingualism. It occurred to me that the mangroves or manglares are an ideal picture of how language works. On the outside languages can all look the same, in terms of structure and use, some may even say that most languages share the same roots (and many do!). For years researchers have been talking about language use in school settings in a binary fashion. As in students and teachers should use one language at a time, BUT in reality the ways bilinguals (students and teachers alike) use language is similar to the way los manglares de Ecuador interact with nature and quite frankly survive. Our linguistic resources are always in contact with one another. There is no beginning and there is no end with the way we use two or more languages. And what is more fascinating (to me!) is that this kind of dynamic bilingualism is only found in certain parts of the world. Like the mangroves, the climate, or context, in which individuals constantly draw from various linguistic resources simultaneously depends on (language) contact with other natural resources. For the mangroves this includes a swamp, for bilingualism it includes language contact. This analogy is a work in progress…..
If you speak to me in Spanish and I respond in English it’s not because I don’t speak Spanish well it’s because I AM BILINGUAL.
If I start a sentence in Spanish and finish it in English it’s not because I don’t speak Spanish well it’s because I AM BILINGUAL.
If I can’t remember a word in Spanish, but remember it in English it’s not because I don’t speak Spanish well it’s because I AM BILINGUAL.
If you say you like my accent in Spanish, but not my accent in English it’s not because I don’t speak English well it’s because I AM BILINGUAL.
I have been recording (mostly on Facebook) my daughters’ bilingual development. The following conversation took place when she was 1 year and 11 months old.
Me: Sabrina, ven a comer los frijoles.
Sabrina: No, jole!
Me: Ven aquí.
Sabrina: No ven
Sabrina No, si!
As you can see her words are “fragmented” and she echoed what I was saying, yet all in Spanish. It has been an amazing journey that not a single person could have described to me prior to deciding to raise my daughter with 2 (at least) languages. I have seen her change from a predominately Spanish speaker at 2 and a 1/2 years old to having a strong command of English within 6 months of being immersed in an English daycare. Today, at 4 years old, it can be difficult to tell which of the 2 languages she speaks “better.” Just the other day the following conversation took place between her and a new friend:
New Friend: Sabrina, por que hablas ingles?
Sabrina: En Austin hablamos espaniol y in Ecuador we speak English!
Me: That’s right, honey. You are bilingual and your friend is becoming bilingual just like you!
In fact, one could argue, based on that single sentence she uttered above, that she has a strong command of both languages because she managed to code-switch while maintaining the grammatical structure of both languages!
When it comes to raising a bilingual child it seems like, as I have said before, there are many trials, joys, and tribulations. Having moved to Ecuador recently we switched to speaking English with Sabrina for the first time in her life! She refused to speak to us in English for about 2 months UNTIL she came home from her first day at a Spanish school. The teachers and classmates were so impressed with her American English that she, what I assume, felt proud. Since that day she speaks mostly in English to us. It was a complete shock to me to see how drastically she switched all due to what her peers thought. Now, as I mentioned, my biggest concern is asking her to switch back to Spanish IF we ever decide to move back to the U.S.
Have your children successfully switched back to the original language you had spoken after moving back to a country of origin?
Bilingualism is highly valued in Ecuador. There is no doubt about that. That being said, I have been trying to understand how Spanish and English work here. All of the private schools I have visited promote becoming bilingual. The public schools, from what I have heard, also promote bilingualism, but at a completely different level. Here’s the interesting observation I have made. Rarely, if ever, do I hear locals speaking English. In fact, I sense a level of discomfort interacting in English. It’s as if English is a tool with a certain purpose. The purpose being several ones: travel, business, or to speak with someone from another country.
There is something about Spanish and English that definitely stands out. People here code-switch or it could be a form of language mixing (which I can explain in another post). For example, I was speaking to another parent about sleep training her children when she said, “No fue facil. Tenia los dos mellizas durmiendo en el mismo cuarto o como dicen los gringos, ‘it wasn’t a piece of cake.”
There is English everywhere we go. You will see it as the name of business, like Sweet & Coffee. Though I think it should read: Sweets & Coffee. Which leads me to my next observation. Sometimes the translations are off like a store in the mall advertising: joyas de boda. In English they wrote, marge jewelry. Huge mistake.
All in all, our experience as a bilingual family in Ecuador has been amazing. I look forward to sharing more about those experiences in future posts as well. Our daughter has certainly improved how to associate people with language. She switches between Spanish and English almost flawlessly. I think we are on track in raising a prolific code switcher and someone who is proud to know more than one language. Just the other day she said, “En Austin hablamos espaniol y in Ecuador we speak English!”
There is some ground-breaking work to be done in the field of bilingual education. This work involves the development of instructional strategies that has the heritage language learner in mind. The following are a few terms (used by various researchers) who are starting to do work in naming and developing those strategies:
Instructional Applied Linguistics
Critical Additive/Bicultural Pedagogy
Multilingual Pedagogic & Curriculum Research
Unfortunately, unless researchers from competing fields come together to develop these strategies we will continue to keep language minorities marginalized. In other words, the field of Second Language Acquisition, Bilingual Education, and (Socio)linguistics need to merge and get passed their paradigmatic tensions so that we can begin to create a pedagogy that benefits various models of bilingual education (e.g., dual language, transitional, ESL) where many of heritage language learners are placed to either learn another language or develop their native one.
Has this crossed your mind? Are you in the process of trying to find a foreign language school for your child? This topic is one I have been thinking a lot about for several years. As a former teacher I often times sought out the ideal settings to teach Spanish or English in and what I have come to realize are many things that make a great way to learn another language. I am in the process of drafting an e-book about the characteristics that make a foreign language school/experience the best for YOUR child. In other words, just like many parents spend time and money scoping out schools, in general, the parent who has learning a second or third language a priority for their child also has special interests and important decisions to consider and make.
In my opinion, there are so many things to consider, but the problem the parent who has learning another language as top priority also has the added challenge of being limited by the number of schools to choose from in any city they may live in. It is, unfortunately, a situation very common in the US.
I am writing this post to get an idea about the specific interests parents have when looking into foreign language schools in their community. I’d like to offer my unique perspective, not only as a parent who shares the same interest in finding the perfect foreign language school, but as a doctoral student who knows about some of the most optimal methodologies to teach/learn another language.
Please share some of your specific interests/concerns when looking into foreign language schools.