African-American African-American LinguistsLinguists

Krishauna Hines-Gaither, Salem CollegeKrishauna Hines-Gaither, Salem CollegeTamari Jenkins, Chaffey College Tamari Jenkins, Chaffey College

www.weboaal.comwww.weboaal.com

Vision of AALVision of AALVision of AALThe vision of AAL is to promote a bilingual

society within the African-American community in order to prepare marketable citizens for a global economy.

Mission of AAL To accomplish the vision of AAL, our

mission is to provide the following…Networking between world language

professionals Mentoring for students of world languages Scholarships for students of world

languages World language resources and education

for the parents & youth of our communities

AAL MembershipAAL MembershipMembership to AAL is open to

educators, professionals, missionaries, clergy, public service workers, students, and all others {of any ethnicity} who share our vision.

AAL membership includes residents in 18 states, Canada, and counting! ◦$20 College Student Membership  ◦$30 Professional/General/Non-student

Membership ◦$40 International Resident Membership

Benefits of Benefits of MembershipMembership

Membership: 80+ members, 17 statesNetworking with other professionals

and organizations. FLANC, CLAListserve, networking opportunitiesAnnual meeting at the ACTFL

conferenceResources; Comprehensive Website

(2009 Best of Mississippi, Aurora Fieng-Vaughn)

Quarterly newsletter Annual scholarship of $1,000Rhoda Joseph Scholarship of $500Claytor Chinese Scholarship $5,000

Goals for 2009Goals for 2009Partnerships/Collaborations (FLANC, CLA, AAS-SIG)

Afro-Hispanic/Francophone Presentations

Advocacy (State Organizations)

Research

2011 AAL Scholarship 2011 AAL Scholarship RecipientsRecipientsAnnual AAL Scholarship $1,600

Rhoda Joseph Scholarship $500

Charnell ChastenNC A&T State UniversityMajor: Chemistry; Minor: SpanishScholarship Award: $ 1,000

Ebony MingoHoward UniversityMajor: GermanScholarship Award: $500

 

Engaging African-American Engaging African-American StudentsStudents

A hands-on approachA hands-on approach

Horario/Horaire Student engagement (engaging,

accessible, connected, & “relevant”)Relationship building Designing an inclusive curriculum

(writers, historical figures, film, music, spirituality, etc)

Engaging & showcasing the community (local & global)

What can we do What can we do to cause our to cause our students to go students to go from this to this?from this to this?

What does the first day of class look like? Walk me through it.

First Semester Video

Classrooms/ Classrooms/ Instruction Instruction a. engaginga. engagingb. accessibleb. accessiblec. connectedc. connectedd. relevantd. relevant

What can I do, I am only one person?(strength & limitation)Cassandra Glenn, Phd Candidate University of Minnesota

Engaging African-American Engaging African-American Language LearnersLanguage Learners

Communicative StrategiesCommunicative Strategies

Learn to pronounce every student’s name correctly. (Allyah not Ally, Martinique not Marty)

“Name game” “Cell phone game”“Don’t say yes or no”“Don’t say um”“Call and Response”

Engaging African-Engaging African-American Language American Language

Learners Learners Relationship BuildingRelationship Building

Globalization Activity (Mt. Tabor)Meet & GreetSelf-Assessment: GlogKnow when to refer & have a plan in

place: Power of collaborationLessen dependence on me as teacher

(pairs, facilitators, top down, scaffolding etc) Shane1989.glogster.com/mi-familia/

Meet & GreetMeet & GreetEs la mayor de el/la familia

Oldest of the family

Est l’ainé de la famile

Eshija única

Only child

Est enfant unique

Es de primer año

Freshman

Dans sa première anné a L’université

Es de Virginia

Is from Virginia

Est de Virginie

Tiene 16 años

Is 16 years old

A 16 ans

Tiene 4-5 hermanos

Has 4-5 siblings

A 4-5 frères et soeurs

Trabaja en el centro comercial

Works at the mall

Travaille dans un centre commercial/

centre d’achats

Es la menor de la familia

Youngest of the family

Est le Benjamin de la famille

Va a la iglesia regularmente

Goes to church regularly

Va a l’élise régulierement

Toca un instrumento musical

Plays instrument

Joue un instrument musicale

Está en un conjunto musical/coro

In a band

Est dans un orchestra ou dans une chorale

Trabaja en un restaurante

Works in a restaurant

Travaille dans un restaurant

Es de tercer año

Is a junior

Est dans sa trosième anné a L’université

Le gustan las matemáticas

Likes math

Aime les mathématiques

Juega un deporte

Plays a sport

Joue un sports

Quiere ser maestro/o

Wants to be a teacher

Veut etre un enseignant

Baila muy bien

Dances well

Danse très bien

Canta muy bien

Sings well

Chante très bien

Va a la discoteca regularmente

Goes to dance clubs regularly

Va au discotheque regulièrement

Tiene novio/a

Has a boyfriend/girlfriend

A un petit copain

Engaging African-American Engaging African-American Language Learners Language Learners

Designing an inclusive curriculum (writers, Designing an inclusive curriculum (writers, historical figures, film, music, spirituality, historical figures, film, music, spirituality,

classroom images, etc)classroom images, etc)

First impressions: Who/what does classroom design represent?

Examine why, and if, the curriculum is (un)inclusive.

Banking method (Paulo Freire). Subject vs. Object.

““To teach you, I must To teach you, I must know you.” know you.”

Alaskan ProverbAlaskan Proverb

Let students into your world (to the extent to which you are comfortable)

Teach students, not subjects.

How far can you let How far can you let students into your world?students into your world?

Teach to your Teach to your personalitypersonality

Paul C. Gorski: Founder of EdChange.org & Professor at George Mason University

“I will affirm & model an appreciation for all forms of intelligence & the wide variety of ways students illustrate understanding &

mastery.” Paul C. Gorski (EdChange)

"I pray for all of us the strength to teach our [students] what they must learn, and the humility and wisdom to learn from them so that we might

better teach." Lisa Delpit

Stand & DeliverStand & Deliver

•What are the conflicts?•What is the school´s culture?•What are the perceptions?•How does Escalante transcend the differences?

Stand & Deliver Video

Engaging, Accessible, Connected, & Relevant

One of the most memorable Afro-Hispanic presentations I gave was to the classroom of Tamara Hughes in the Forsyth County School District. At the end of the presentation, I asked, “Are there any questions or comments?” After a slight delay and some prompting, a brave white male student responded, “I feel like I have been learning the same history for years. Social Studies is one of my least favorite subjects. If I could learn stuff like what you are teaching, I would love Social Studies.”

His comments were the foundation for the dialogue that followed. Next, a student from El Salvador responded, “Living in the United States, I do not know very much history about my country, through your presentation I learned a lot. I wish that I could learn more about my culture in school.” Finally, an African-American student responded, “Although I have friends who are white and who are Hispanic, we know very little about each other’s culture and history.”

Negro; negrito (Black)Moreno (Dark skinned; Black)Costeño (From the coast)Trigueño (Color of wheat; Trigo)Mulato (Light skinned Black)Zambo (Mixed Indian & Black)Lobo (Black; Wolf)Palenquero (Savage, Creole language,

from Palenque of Colombia)Isleño (from the islands)

Krishauna Hines-Gaither, Salem Collegewww.weboaal.com

Afro-Hispanic Cultural Heritage

Afro-Colombian Video

84%

62%

19%

85%

98%

95%

12.8%

Winston Salem, NCWinston Salem, NC

Mexican family from Costa Chica, Guerrero residing in Winston Salem

Engaging African-American Engaging African-American Language Learners Language Learners

Engaging & showcasing the community & Engaging & showcasing the community & culture culture

(local & global)(local & global)

Seek multiple perspectives (Dr. Angelou;

Classics)

Engage the community (who does it

encompass)

Incorporate pop culture

Know your limitations

Extra Credit “Find me in the community…”

Invite speakers & share invitation process

with students.

It takes a village…It takes a village…If you don't If you don't have a village, build one (start within have a village, build one (start within your school). your school).

Spirituality (related to all disciplines)Christianity/Catholicism, Judaism, Islam

Santería: Cuba, Puerto Rico, Panamá

Shango: Trinidad & Tobago, Venezuela& Brazil

Rastafarianism:Jamaica & Caribbean

Church visits/lessons

The Color of The Color of Language! Language!

The Power of ImaginationThe Power of Imagination“It will be argued as well that children who have

been provoked to reach beyond themselves, to wonder, to imagine, to pose their own questions

are the ones most likely to learn to learn.” Maxine Greene

Idioms & Expressions: Include them!Stop signifying (Creativity)¨He puts his pants on one leg at a time just like

John does.¨¨I gotta go see a man about a mule.¨¨You´ll eat it before it eats you.¨¨If you like it, I love it.¨¨I can do bad all by myself.”

Ron Clark Academy-Atlanta Ron Clark Academy-Atlanta (1:28)(1:28)

Rap--Stylized poetryRap--Stylized poetry

How is the Clip• engaging• accessible• connected• relevant

Modeling an appreciation for all forms Modeling an appreciation for all forms of intelligence and the wide variety of of intelligence and the wide variety of

ways students illustrate ways students illustrate understanding and mastery.understanding and mastery.

Election Video

Montreal, QuebecMontreal, QuebecUse pop culture to ¨bring it home¨

•Actor•Politician•Sportsman/Woman•Reporter/talk show host•Author•Singer•Dancer•Member of the Community (school)

Harry Potter meets Harry Potter meets TwilightTwilight

Barnhardt Video

Connect Students to the World Connect Students to the World Havana, CubaHavana, Cuba

Globalization Activity

Paris, FranceParis, France

Qu’est-ce qu’ils ont en commun?Qu’est-ce qu’ils ont en commun?

““Engaging, Accessible, & Engaging, Accessible, & Connected” (Relevant)Connected” (Relevant)

Famous African Americans

OccupationWhy are they

famous?

Language(s) Mastered

Associated Discipline

Bessie Coleman First Black woman to receive pilot’s license

French Science, Math, History

Louise Howard Latimer

Inventor, Assistant to A. G. Bell

German, French Science

Carter G. Woodson Historian, Founder of Negro History Week (later BHM)

French History

W.E. B. DuBois(Mosely painting)

First Black man to receive PhD from Harvard, writer, activist, historian

French History

Condoleeza Rice Politician, Former Secretary of State

Russian, Spanish, French Political Science, U.S. History

Maya Angelou Writer, Educator, Activist French, Spanish, Fanti, Italian, Arabic

English

James Baldwin Writer, Activist French English

Paul Robeson(Lankford/Barnhardt

skit)

Actor Conversant in over 20 languages, Arabic, Chinese, Russian, Spanish

Theater Arts

Tony Parker Athlete French Athletics

Kobe Bryant Athlete Italian Athletics

Engaging the family!Engaging the family!

Most parents are concerned about their children's well-being.

If they are not, might there be complex circumstances?

Daniel G. Solorzano and Tara J. Yosso (2001), wrote, “[My parents] were ‘involved’ in many ways undefined and unrecognized by the schools.”

First contactsWhat does “involvement,” “support,”or

“engagement” look like?Who encompasses the family/community?Be careful with assumptions and even unmerited

credit (parental involvement, reading, etc).Consider the family’s history and comfort with school

culture.Make family involvement “engaging, accessible,

connected, and relevant” (What is the purpose of having the parent/family in the classroom? What role will they serve? How can their skills and talents be utilized best?

RevisioningRevisioningHard issues, Heart answersHard issues, Heart answers

Build networks with teachers including those who are different from you.

◦ Dynamics of power (Who do you call on most often & why? With whom are you most comfortable and why? Who are your top students and why? Do you encourage students to problem-solve or do you give them the answer?) Paul Gorski

Demonstrate a standard of excellence (Have a daily outline visible for students)

Consider Equity vs. Equality Management from a cultural perspective Role of authority & presence from a cultural perspective Rolling with hot moments & sticky situations (For a northerner…) Be aware of your hot buttons & triggers Preparing underprepared students Be visible in the community Know when to refer hard issues to experts or to more capable

peers.

Hopefully this presentation will assist Hopefully this presentation will assist both teachers and students to go from both teachers and students to go from

disengagement to enchantment. disengagement to enchantment. Krishauna Hines-Gaither, Salem CollegeKrishauna Hines-Gaither, Salem College

Tamari Jenkins, Chaffey CollegeTamari Jenkins, Chaffey Collegewww.weboaal.com