Originally my main goal of this assignment was to find how people from foreign countries learned to read in write in their native language and then English. I was interested to see who taught them how to read and write and if they could recall any stories about their elementary experience. However, my interviewees found it difficult to recall their elementary school days and I was therefore forced to move on to other experiences that they may have had using English. I found it difficult (in some of my interviews) to follow along with what a person was getting at when answering my questions. I am not sure if all of my interviewees exactly knew what I was asking, despite whether I explained the question more in depth or not. In addition, on the nice side of it all, I did find some insightful and interesting information about the teaching and beliefs of other countries in comparison to America that I would like to further look into.
For this Oral History assignment I have chosen to interview people who were originally born in countries outside of the United States and who were brought up speaking another language other than English. The purpose of this assignment is to find common similarities that natives of other countries have experienced while reading, writing, and communicating in the English language and to the American society. In addition, this assignment will observe differences of culture, principals, language, and education between the United States and other countries. So far, I have interviewed one person who was from the Philippians, one person from Lebanon, and one person from Kosovo. My aspiration for this project is to interview a couple more people from other countries.
Originally my main goal of this assignment was to find how people from foreign countries learned to read in write in their native language and then English. I was interested to see who taught them how to read and write and if they could recall any stories about their elementary experience. However, my interviewees found it difficult to recall their elementary school days and I was therefore forced to move on to other experiences that they may have had using English. I found it difficult (in some of my interviews) to follow along with what a person was getting at when answering my questions. I am not sure if all of my interviewees exactly knew what I was asking, despite whether I explained the question more in depth or not. In addition, on the nice side of it all, I did find some insightful and interesting information about the teaching and beliefs of other countries in comparison to America that I would like to further look into.
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One of my interviews was with my cousin Helen. She is from Lebanon, speaks fluent Arabic, and currently resides in Baltimore.
Q. When you think to yourself, do you think in your language or English? Her A. "You know, it’s funny, but I am thinking in English, I don’t know whether cause now I speak English all the time. The only chance I have to speak Arabic is when I’m calling my friends or my family which is really once or twice a week, so I’m so use to English that I’m speaking even to myself in English. I only count in Arabic, I don’t know, I still feel more comfortable with doing that, but when I’m thinking of what I’m going to do next or I’m feeling, it’s mainly in English." My response: I enjoyed this quote because I was always curious to know if people from other countries thought in English or their native tongue. I found it interesting to know that she has gained the ability to decipher words by thinking in English instead of relating English words to her own language. I think this is a common characteristic of people who have learned English as their second language. Q. Do you ever feel embarrassed or self-conscious about something you said, maybe you used a word in English that was wrong? Her A: "Yeah, sometimes I want to say a word, I know it in my head (points to head), I know how to write it, but it’s a little bit difficult how to pronounce it. It’s not embarrassing, I understand it’s a little bit early for me to be really fluent in English but I’m getting use to it. Little better." Q. Any embarrassing stories when talking to a boy/someone you were trying to impress? Her A. (Laughs) "Embarrassing no, sorry I can’t think of anything embarrassing, but when you mentioned a boy, it is difficult for me to explain my emotions in English so I hope I will not date an American person, (laughs) yeah I think that when you are speaking about your emotions its um, you really have to pick the right words and so on." My response: I was surprised that my cousin had not felt embarrassed with mispronouncing or using words incorrectly. I would think it would feel overwhelming when communicating with the American society because some American people rush when speaking and usually don't have patience with non-native speakers. I thought it was interesting to learn about her feelings. Q. When you came to the U.S. did you find the English you know difficult to apply to conversations? Her A. "It was difficult, a little bit, to start speaking by myself English, especially being in a conversation. I noticed that the native American speak very fast for me, so I had to ask them, a little bit if they can speak a little more slower for me until I really start to understand more and more.With time I got use to it. Nothing what you read, the English in the textbook is really is not what people speak all the time and there is some sentences and some expressions you won’t see them at all in textbook." My response: I found her response very insightful because I wondered whether or not it was easy to jump into an American conversation even if she learned English. I think it will be interesting to compare this to my other interviewees' responses. While reading "Lost in Translation" by Eva Hoffman, I admired her love for reading and writing. I enjoyed how she described the library as "Plato's cave, Egyptian Temple, the space of mystery and magic."
As a child, she yearned to be the characters in the books she was reading. The books served as an escape from something she did not want to be a part of in her home. The narrative captured her determination to become a writer. I enjoyed how she stated, "I want reality to imitate books--and books to capture the essence of reality." I found the narrative "Hard Times" to be very touching and realistic. The oral history was about a colored man who was homeless, trying to find a job for money to support his family during the period of the Depression. The presentation of the story was perfect, in that I could imagine the tragedy and difficulties the man experienced. The author did not change the language, voice, tone, or mispronunciation of the man, nor did the author change the opinions, story, or experience of the man. The author included the man wept during the story by using parenthesis around weeps. I enjoyed that part because it was nothing extra, but something that was part of the sorrow in the story.
I found that recording my observations did make me more mindfully connected to the place I had observed. As I said, in my previous post, I found tweeting to be helpful in preserving my thoughts and observations, but I can't say it is any different than using a pen and piece of paper to maintain everything. [I can't really say much about this because I do not have internet or texting on my phone and I had to use a pen and paper while I was at my place so maybe that is why I am a bit biased.] But, I suppose if I were to pretend my pen and paper were a cell phone, I believe that the process of noting my observations made me a bit more aware of my surroundings and more observatory to small details. Obviously, I did not have any technology to distract me so I was able to really focus on what I saw.
When I first started recording my observations, I was unsure of what to write. I thought, "oh great, a lake and some trees, how am I going to write about a darn lake?" But as I thought about the small details and how I really loved nature, I was able to mold my observations and feelings into creative writings. I had to really observe every little thing, using all of my senses, if I wanted my writings to come alive. Twitter and Weebly played a significant role in my writing process for the Twitterive assignment.
I sort of enjoyed the idea of tweeting about my place because it helped store and record my observations. I enjoyed how our tweets were posted for the entire class and professor to read because it allowed everyone to comment and suggest ideas for the writer. However, I was unable to post my comments in the twitterive hashtag and therefore was unable to receive any feedback on Twitter. I thought it was a good idea, but for me, it was a fail. Thankfully, we were able to workshop in class and it was then that I received very helpful feedback from the professor. In addition, I enjoyed using Twitter more so this time around then when I had to use it in the past for another course, but I don't plan to keep my account. When I began using Weebly, I was also able to receive feedback, suggestions, and comments from my peers and professor. Even though, it was my finished product or rough draft, I was able to find out if my writing was a success. For some odd reason, using Weebly, unleashed my creative side and I was eager to produce my writings about my place. It may have been because I enjoyed how people could view my work. For the first time, I was able to show others a creative, imaginative, and fearless side of me...and I loved it. I found using Weebly, there are many ways to make writing appear more effective or real with the use of different styles of text, color, and visuals. I also found that even when creating a web page, there are ways to show the audience my personality and characteristics through the set up and text on my page. Overall, I enjoyed using Weebly for this assignment and I plan to add more to it during my academic and teaching career. Ugly and faded, it hangs on the bridge at our lake. It sits under the mud covered, blue crescent moon towards the end of the wooden post. Each visit, I stared at it, squinted my eyes in disgust and turned my nose into the air. I was left to ponder their once existing love. Confusion erased my admiration and eagerness to visit our lake. Before I continued down the stone, gray path, I kicked it’s small, heart-shaped, weathered body once, maybe twice, and stomped away. Almost two years later, the remainder of his old, broken affection disappeared. Left is a mark of her that slowly fades away. But added, is a new prosperous love that forever stains.
Our bench is where the sun is warm and the sunbeams dribble through autumn leaves. It stands on weather-beaten planks and is nailed with now dirt, rusted nails. Rows of cracked wood and the carvings of “Jenna-n-Chuck” rest under our bodies.
Our bench sits by the pecked, pebble tree that stands proud on a clover path. It overlooks damp, emerald sheets where schools of small, silver images float and rest. It captures our laughter, dancing among rippled waves. Our bench is where plates of pizza rest on our laps as the aroma of garlic is captured in the breeze. Where flocks of auburn, feathered ducks waddle down the cement path and charcoal geese bob and hiss around our knees. Our spot is where the waters reflect tints of pink from the evening sky. Dreams encircle your mind as your head, swept by my fingers, lay on my lap. Mallards flutter above the tips of trees and take off into a V-formation in the distance. |
AuthorElementary Education and Writing Arts Student Archives
December 2010
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