Chapter 2: Critical Roles for Teachers
Freire’s “pedagogy of hope” promotes a learner-centered literacy approach for second language learners which provides students with a concrete way to access language familiar to them. Accepting their culture, environment and language acknowledges the important role they play in the student’s life while helping to build on their prior knowledge.
While there were many valid theories, I believe Critical Pedagogy is one of the most powerful methods which provide students with the tools they need so that they can begin to take responsibility for their lives. Students are asked to look critically at the problems they face in their own daily experiences. They are then asked to analyze various materials; literature, art, and others’ social conflicts. Over time, the teacher probes and asks hard questions so that the students begin to see themselves in the scenarios; they make connections needed to make change in their own lives. Because the curriculum is meaningful to the learner, the students are then motivated to explore various solution to the problems that plague them (pp 22-24). [i] I believe this to be an important method. Many of the students in the low socio-economic community I teach at express feelings of hopelessness. The older students claim victimization therefore, they are not to blame for the choices they make. Having them become their own problem solvers shows them they have the power to succeed.
In reading the other theorists in this chapter, I was reminded of a movie I saw long ago on PBS, The Ballad of Gregorio Cortez. [ii] The movie took place in the late 1800’s or early 1900’s. It was about brothers who were questioned about the acquisition of a horse. The translator for the sheriff asked if Gregorio had acquired a caballo (stallion). He answered no, he had not acquired a caballo, he acquired a yegua (mare). The translator did not know the translation for the word yegua and Gregorio was accused of lying therefore he must have stolen the horse. Perhaps Foucault is correct, “Language is not neutral; language is inseparable from the workings of power” (Foucault, M. 1984).[iii]
Diaz-Rico, Lynne T. Stategies for Teaching English Language Learners. 2nd Edition. C Pearson Education Inc.: Boston 2008.
www.youtube.com/watch. YouTube-The Ballad of Gregorio Cortez. Retrieved November 18, 2010.
Foucault, M. (1984). The Order of Discorse. In Diaz-Rico, Lynne T. Stategies for Teaching English Language Learners. 2nd Edition.CPearson Education Inc.: Boston 2008.
In resonse to Kerri Richardson's blog, I do agree with her about it being difficult for EL speakers to read all the hidden clues that go along with interpreting and understanding another language, especially English. Parents of EL students tell me they have given up on the language because they cannot remember all the rules associated with learning English.
ReplyDeleteIn response to Bob Perez' blog, I have to say that I agree with his assessment that we owe it to our students to provide them with the best education possible. Educators must set aside political issues which threaten the teacher student relationship. There is great responsibility we hold as teachers; I feel we must empower our students so that they too can take responsibility for their education.
ReplyDelete