African-American Linguists Krishauna Hines-Gaither Salem College Tamari Jenkins

African-American Linguists Krishauna Hines-Gaither, Salem College Tamari Jenkins, Chaffey College www. weboaal. com

Vision of AAL The 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 Membership 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 Membership: 80+ members, 17 states Networking with other professionals and organizations. FLANC, CLA Listserve, networking opportunities Annual meeting at the ACTFL conference Resources; Comprehensive Website (2009 Best of Mississippi, Aurora Fieng-Vaughn) Quarterly newsletter Annual scholarship of $1, 000 Rhoda Joseph Scholarship of $500 Claytor Chinese Scholarship $5, 000

Goals for 2009 Partnerships/Collaborations (FLANC, CLA, AAS-SIG) Afro-Hispanic/Francophone Presentations Advocacy (State Organizations) Research

2011 AAL Scholarship Recipients Annual AAL Scholarship $1, 600 Rhoda Joseph Scholarship $500 Charnell Chasten NC A&T State University Major: Chemistry; Minor: Spanish Scholarship Award: $ 1, 000 Ebony Mingo Howard University Major: German Scholarship Award: $500

Engaging African-American Students A 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 to cause our students to go from this to this? What does the first day of class look like? Walk me through it. First Semester Video

Classrooms/ Instruction a. engaging b. accessible c. connected d. relevant What can I do, I am only one person? (strength & limitation) Cassandra Glenn, Phd Candidate University of Minnesota

Engaging African-American Language Learners Communicative 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-American Language Learners Relationship Building Globalization Activity (Mt. Tabor) Meet & Greet Self-Assessment: Glog Know when to refer & have a plan in place: Power of collaboration Lessen dependence on me as teacher (pairs, facilitators, top down, scaffolding etc) Shane 1989. glogster. com/mi-familia/

Meet & Greet Es de primer año Es de Virginia Tiene 16 años Freshman Is from Virginia Is 16 years old Dans sa première anné a L’université Est de Virginie A 16 ans Est enfant unique Tiene 4 -5 hermanos Trabaja en el centro comercial Es la menor de la familia Va a la iglesia regularmente Toca un instrumento musical Has 4 -5 siblings Works at the mall Youngest of the family Goes to church regularly A 4 -5 frères et soeurs Travaille dans un centre commercial/ centre d’achats Est le Benjamin de la famille Va a l’élise régulierement Trabaja en un restaurante Es de tercer año Le gustan las matemáticas Juega un deporte Works in a restaurant Is a junior Likes math Plays a sport Travaille dans un restaurant Est dans sa trosième anné a L’université Aime les mathématiques Joue un sports Quiere ser maestro/o Baila muy bien Canta muy bien Va a la discoteca regularmente Tiene novio/a Wants to be a teacher Dances well Sings well Goes to dance clubs regularly Veut etre un enseignant Danse très bien Chante très bien Has a boyfriend/ girlfriend Va au discotheque regulièrement Es la mayor de el/la familia Es hija única Oldest of the family Est l’ainé de la famile Está en un conjunto musical/coro Only child In a band Est dans un orchestra ou dans une chorale Plays instrument Joue un instrument musicale A un petit copain

Engaging African-American Language Learners Designing an inclusive curriculum (writers, historical figures, film, music, spirituality, classroom images, etc) l First impressions: Who/what does classroom design represent? l Examine why, and if, the curriculum is (un)inclusive. l Banking method (Paulo Freire). Subject vs. Object.

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

Let students into your world (to the extent to which you are comfortable) Teach students, not subjects.

How far can you let students into your world?

Teach to your personality

“I will affirm & model an appreciation for all forms of intelligence & the wide variety of ways students illustrate understanding & mastery. ” Paul C. Gorski (Ed. Change) "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 Paul C. Gorski: Founder of Ed. Change. org & Professor at George Mason University

Stand & 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. ”

Names Given to Afro-Descendents 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)

Afro-Hispanic Cultural Heritage Krishauna Hines-Gaither, Salem College www. weboaal. com Afro-Colombian Video

Percentage of African Descendents 12. 8% 85% 62% 95% 98% 19% 84%

Costa Chica

Winston Salem, NC Mexican family from Costa Chica, Guerrero residing in Winston Salem

Engaging African-American Language Learners Engaging & showcasing the community & culture (local & global) l Seek multiple perspectives (Dr. Angelou; Classics) l Engage the community (who does it encompass) l Incorporate pop culture l Know your limitations l Extra Credit “Find me in the community…” l Invite speakers & share invitation process with students.

It takes a village…If you don't have a village, build one (start within 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 Language! The 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. ” 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 (1: 28) Rap--Stylized poetry How is the Clip • • engaging accessible connected relevant

Modeling an appreciation for all forms of intelligence and the wide variety of ways students illustrate understanding and mastery. Election Video

Montreal, Quebec Use 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 Twilight Barnhardt Video

Connect Students to the World Havana, Cuba Globalization Activity

Paris, France

Qu’est-ce qu’ils ont en commun?

“Engaging, Accessible, & Connected” (Relevant) Famous African Americans Occupation Why 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. Du. Bois First Black man to receive Ph. D 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 Actor Conversant in over 20 languages, Arabic, Chinese, Russian, Spanish Theater Arts Tony Parker Athlete French Athletics Kobe Bryant Athlete Italian Athletics (Mosely painting) (Lankford/Barnhardt skit)

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 contacts What 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?

Revisioning Hard 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 both teachers and students to go from disengagement to enchantment. Krishauna Hines-Gaither, Salem College Tamari Jenkins, Chaffey College www. weboaal. com