Exploring Cultural Experiences and Assimilation: Countering Standardized Teaching

• In Event: Consequential Teaching: Centering Teachers' Identities-in-Practice in Complex Times

Abstract

Years ago, I sat in the assistant principal’s office as a little girl. “L” she said, ``the reason we moved you out of your bilingual class is because you did well on your ELA exam.” she explained. “But she won’t understand me” I cried out, pleading. “L, you’re only afraid because you have never tried it, even if you are in an all English class, you will still be able to speak Spanish at home”. My mother sat close to me grasping my hand in support but unaware of this transaction or my fear–speaking Spanish provided a sense of safety for me. I gathered my tears and shortly after, I sat for the very first time as a fourth grader in an English language–speaking class with my friends nowhere in sight.
Many years after, I stood outside my English Language Arts classroom–the irony. As is customary, I stood outside of my classroom awaiting my students to transition, only to notice a group of boys excited about their soccer match later that afternoon. They stood in a circle goofing around all relating their excitement to one another in Spanish, finally the school had given them an opportunity to be a part of a sport they were passionate about. “Don’t be talking that yari yari over here” I heard a student across the hall yell out. “ We in Hempstead, and this is America,” he continued. My heart instantly flared from what I had witnessed. The boys, mostly from Central American countries, scoffed and ignored the comment. I approached the young student who made this comment. This was a learning experience for both of us.
In that moment, I burned with shame thinking of all the times in between these two stages of my life where I was outcast because my accent gave me away in white spaces, or felt singled out because as a Dominican-American my skin tone was not considered “Dominican enough”. The daughter of two non-English speakers, whose home language was Spanish, I was often giggled at for mispronouncing English words. All moments in which I had to negotiate or question parts of my identity. Recently, I have come to question the ways in which schools both through their use of curriculum and learning spaces lend themselves to moments where students' identities are challenged, specifically students whose first language isn’t English or those whose socioeconomic status hinders opportunities.
As a minority student and teacher, personal experiences in the classroom have led to an interest in the historical aspects that continue to shape education today. As an educator I strongly believe that presence opens opportunities. ​ While we highlight both internal and external conflicts, when exploring such narratives students are able to identify common themes and bridge various connections. Allowing students to explore narratives in novels that are relatable provides a space for scholars to share their own. When provided these opportunities, scholars are not only engaging in building cultural competence but becoming aware of biases that surround many of us.

Author

• Lisa Reyes, Dodd Middle School
  Presenting Author