Chapter 3

I wonder...

1. In what ways does Ms. Garrity demonstrate to Bianca and the other students in her class that multiple languages are valued and important?

- She uses books that are written in two languages

- She encourages Bianca's mother to continue using her language at home

- She encourages her students to also speak their first language in school in the right context

- She makes a conscious effort to make her classroom environment representative of the culture of her students

- She shares her own experiences when she goes to different places

- She uses materials and activities that represent different cultures

2. What do Ms. Garrity's experiences suggest about the relationship between texts and students' cultural lives?

Ms. Garrity's experience show us that texts and students' cultural lives are intertwined. They are always related and connected to each other. As students read texts, they bring meaning to what they are reading. This meaning comes from a student's prior knowledge that includes a student's culture. Likewise, a student's culture is enriched and more valued when a student develops reading skills and learns about his/her culture through the texts that they read. When students read something that is totally beyond their context, especially if it is written in a language that is not their first language, students find it hard to make connections. Therefore, they also find it hard to understand the purpose of their reading. They find it hard to make meaning of what they are reading. They cannot infer, make predictions, or even note important details in their readings. 

3. What strategies does Ms. Garrity use to foster Bianca's understandings of text and to share her knowledge and experiences?

- Ms. Garrity makes sure that her classroom has very low affective filter. The students are valued for who they are. They are not pre-judged according to the group they belong or where they are from.

- Ms. Garrity uses authentic materials for instruction. She uses texts that students can relate to, or materials that are in the student's frame of reference.

- She encourages students to tap from their prior knowledge and experiences to bring meaning to what they are reading.

- She encourages parental involvement in making sure that her students are successful in her classroom.

Questions for Further Reflection:

1. As you reflect upon the key issues in this chapter, what role do you see culturally relevant pedagogy playing in how you develop and implement your literacy instruction?

I believe that culturally relevant pedagogy just means good teaching. It means, you are conscious as a teacher of who your students are, and what are their differences. You always make sure that your classroom is a safe environment where students learn and reach their utmost potentials.

So what role does it play in developing and implementing literacy in my class? It is the basic and guiding principle that I have to hold on to. I cannot even begin to start planning my class without having that consciousness.

This consciousness will therefore make me research about my students. This does not mean, just sending home a questionnaire to parents, or referring back to former teacher's comments about the students. This means that I really need to get to "know" them on a personal basis. Then make sure that my literacy activities reflect their interests and beliefs, and is relevant to them.

2. What resources might you access to help you gain knowledge and insights about your students' cultures, backgrounds, reading interests, and strategies?

- Parents or relatives

- Books and videos about my students' different cultures

- Personal visits to places that interest my students

- Previous records or cum folder for educational history

- Researches from education journals about different strategies and methodologies in teaching culturally diverse classrooms

- Colleagues