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    Slab Note Cards TCH LRN 339

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    Slab Note Cards TCH LRN 339

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    67 views4 pages

    Slab Note Cards TCH LRN 339

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    © All Rights Reserved
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    Mayra Martinez

    19 October 2020

    TCH LRN 339

    Slab notecards

    Slide 1:​ Title

    Slide 2:​ ​My name is Mayra Martinez. I was born and raised in Longview, Washington. I identify

    as Mexican American/Chicana. My parents immigrated to the United States in the late 60’s from

    Veracruz, Mexico. My parents moved around quite a bit at first for work, and eventually they

    established their home in Longview Washington.

    Slide 3: Issues of language: Competence and Performance

    I am bilingual. I speak Spanish and English fluently. I grew up only speaking Spanish until I

    entered Kindergarten. Kindergarten was difficult due to the fact that I did not know the English

    Language therefore my competence and performance was nonexistent According to Wardaugh

    and Fuller “Chomsky distinguishes between what he has called competence and performance. He

    claims that it is the linguistic task to characterize what speakers know about their language, that

    is, their competence, not what they do with their language, that is performance” ( p. 4). I had

    neither of these, I did not know anything about the language and because of that I could not do

    anything with it. Due to these reasons I was not able to participate in the classroom to the same

    extent that my classmates did. One other aspect of being an individual who speaks more than one

    language is the difficulty that I had with my parents and teachers understanding one another as

    they also lacked performance and competence of English. Growing up my mom spoke only

    Spanish and my dad spoke limited English. As a student who attended a school where teachers

    and the principle spoke only English created a huge barrier. My parents never had any contact
    with my teachers because my teachers spoke no Spanish and the notes, and flyers that were sent

    home were always in English.

    Slide 4: Issues of Language: Immersion

    My elementary school believed in immersion and that forced me to learn English. There were

    many moments during that first year in school that I felt helpless as I saw my classmates around

    me talk and get along while I was excluded. According to the textbook, it is explained that

    “while obviously exposure to the standard variety is necessary, complete immersion has not been

    shown to be the most effective way to learn that standard. Moreover, denying the legitimacy of

    the children’s home language may have a serious negative impact in terms of both social and

    psychological development” (Wardaugh and Fuller p. 346). It was thanks to my kindergarten

    teacher who did everything in her power to accommodate my learning that I was able to still

    have a great first year in school. The text explains that “Accomodation programs allow for

    particular tasks, such as creative writing or oral expression, to be carried out in the home

    language” (Wardaugh and Fuller p. 346). In order to accommodate me my teacher gave me a

    “buddy” to help me out. My “buddy” spoke both English and Spanish fluently. She would be my

    all day partner and whenever I needed help translating or communicating my needs, she was

    there to help me. My teacher also did her best to talk to me in the few Spanish words she knew

    and seeing her effort made me brave to speak and learn English.

    Slide 5: Language attitudes/language ideologies: Multilingualism

    Growing up I lived in a town where Spanish speakers or Mexicans were viewed as lower than

    others. In elementary school I had friends who I liked to speak in Spanish with but I always felt

    the body language of peers and even teachers around me who seemed bothered by the fact that I

    spoke in Spanish and perhaps that was due to the fact that they had negative language ideologies
    toward Spanish. According to Wardaugh and Fuller, “Multilingualism in such (Western)

    societies is often associated with immigrant status, and thus with groups who tend to occupy

    rather low position in society. Thus, multilingualism becomes associated with inferiority” (p.

    85).

    Slide 6: Language attitudes/language ideologies: Accent

    Even when I did only speak English my accent was noticeable and made me feel self conscious.

    Wardaugh and Fuller explain that “And so it is with accent… People in power are perceived as

    speaking normal, unaccented English. Any speech that is different from the constructed norm is

    called an accent” (p.42). Due to this, when others heard me speak English, due to my accent I felt

    judged by them.

    Slide 7: Linguistic privilege:

    Though there were some difficulties or challenges that I faced as an ELL speaker, the reward of

    speaking more than one language is greater. I believe that being able to fluently speak both

    English and Spanish gives me privilege, as would speaking more languages. I am privileged

    because I learned the “standard” English. According to the textbook “Association with the

    standard as simultaneously the goal of all speakers and something which is created by (and

    accessible to) only the educated elite” (Wardaugh and Fuller p. 34). Speaking Spanish is also a

    great privilege and that is because I am able to have a “multiplex social network” and fully

    immerse myself in the Mexican culture and life as well as the American culture and life.

    Wardaugh and Fuller explain that “You are also said to be involved in a multiplex social network

    if the people within it are tied together in more than one way, that is, not just through work but

    also through other social activities” (p. 71). Spanish has also become the second most spoken
    language in America and because of this I am able to help others, and have greater access to

    more jobs, networks, and social gatherings.

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