Antonio & Delfino #4

Chapter eight was absolutely my favorite! Perhaps it is because I am a gymnastics coach and I spend lots of time trying to mentally convince gymnasts that they have trained their bodies properly and are ready to attempt a new skill on their own. Sometimes trying to convince someone that they are capable is far more difficult than actually training them to defy gravity! I struggle with this lack of confidence everyday with my gymnasts.

In regards to my experiences with ESL students who have a dual existence and how to deal with that issue, I immediately think of a student I had who I'll refer to by his initials, JT. JT was a senior this year. His English skills were so far behind that he took both Spanish I and Spanish II his senior year to attempt to improve his Spanish to English vocabulary and grammar knowledge. Although he struggled with English, his grades in math, science, etc were above average despite his language barrier. He worked extremely hard in my classes, but was shy to ask questions, and would only speak in Spanish. I always made an extra effort when we were doing a reading in English to ask him some one on one questions to assess his comprehension. JT was not very involved in school activities. He was extremely shy, and uncertain regarding his ability to communicate with the other students in English. I attempted to get him involved in Spanish club and culture club to no avail. Whenever we wrote or spoke about future plans, he would always say that he was going to work construction with his father and brothers, and then return to Mexico one day. As previously stated, JT did well in most subjects and could at least get into a community college. I knew that trying to encourage him to do this would most likely be a lost cause.

Things changed a bit one day around Christmas when I saw him doodling on his paper at the end of class. He was already finished with his assignment, and began to draw on his notebook. The artwork was amazing! I have absolutely no drawing ability at all. Therefore, when I encounter someone who draws well I compliment their talent extensively. I told JT that his drawing was amazing and how I wished I could draw him. He was a little embarrassed by my compliment, but this opened the door for future activities. I used his drawing ability to get him involved. On several occasions I paired him with groups to help them do artwork for projects. It was great to see him interact in English with the other students Other times I pleaded for his help with artwork for Spanish club to get him to go to meetings. Once he felt like he was contributing, he became more involved with the club and the group work we were doing in class. The highlight of JT's year, in my opinion, was the Spanish One group projects. Groups had to research a Spanish speaking country, and give a presentation to the class in English. I gave JT's group his home country of Mexico. He became the group expert and showed the others where to find pictures, maps, and cultural information. He also stood in front of the class and presented with his group mates in English. I was so proud that he stood up in front of the class and gave a presentation in English! At the beginning of the year he would not even speak one on one in English. He had come so far! Toward the end of the year, I gave him some brochures about local art schools in Franklin and Nashville. I did not pressure him about the schools, just simply told him that maybe he could use his love of art as a career instead of just a hobby.

I do not know what choices JT will make for his future. I do know that he began the year feeling alienated and alone, and I watched him make friends and become more confident. I know he began the year ready to return to Mexico as soon as possible. Perhaps through the friends he made and the feats he accomplished, he feels more confident that he could make a life for himself in America. Maybe even a life far different from life in the construction industry he felt obligated to begin after graduation. At the very least, I know that he is now aware of the options and opportunities that his accomplishments have earned him.

Antonio & Delfino #3

Chapters 6 and 7 tell tales of people searching for their dreams. It often seems that while striving to meet a goal or obtain your life long dream, one must encounter great obstacles and heartache. In the case of Hector Seemann, his passion for music never yielded success or recognition from his country. In the case of the immigrants in Chicago, they struggled to find a balance between life in America and the desire to return home to Mexico. In my opinion, Hector Seemann's situation is worse.

Hector, like many musicians, was poor, slightly insane, and his talent was not recognized during his lifetime. He devoted his life working for the government run school system, and spreading his love of and enthusiasm for music. In return, he desired support from the government he worked so hard for to aide his own musical endeavors. He never received any support. Although it is questionable how talented he actually was, or how persistently he lobbied the government for money or support, the fact is that he died alone, poor, and with an unfulfilled dream. He felt abandoned by the country he devoted his life teaching.

The Chicago immigrants, like Chon Salinas, found success in the American restaurant business. When they first began to reap the benefits of their new found entrepreneurship in the US, the dreamed of returning to their home towns in Mexico. Because of this dream, immigrants like Chon built elaborate houses in their home towns in Mexico in preparation for the day they would return home to live. During their stay in America, many of the immigrants became involved in community organizations, and their children became involved in the school system. This rooted the immigrants in America. Many now felt more at home in America than in Mexico, and most of their family members also resided in the US. For these immigrants, I think they felt extremely ashamed to admit that they no longer wished to return to Mexico, and felt they were betraying their country by feeling more at home in America.

When comparing these two situations, Hectors is definitely more painful. He never made his dream a reality, and felt abandoned by the country he worked so hard for. The immigrants realized their dream, but struggled with the feelings that they abandoned Mexico for America. The immigrants were able to cope by organizing public works projects in their home towns and making contributions. Hector did not cope, and died alone and bitter.

Antonio & Delfino #2

It was interesting to see how this art form impacted the economy in Mexico, as well as here in the US during the 1970s popularity of velvet art. I never realized that the principle artists and dealers made a sizable fortune from velvet paintings. I was also shocked to read about the lengths that people would go to in order to make a fortune from this art form. As with many trends, the demand well outweighed the supply forcing artists to work relentless hours to fill orders. The stress and pressure led to substance abuse for many of these artists who felt obligated to fill orders and become rich. It saddened me to see that once the PRI realized how much money the artists were making, they took sizable cuts of the proceeds.

When any cultural aspect is being discussed with students, I feel that it is necessary to point out specific things Americans do that no other countries do in order to stress that every country has unique traditions. Also, being from an Italian family, I specifically would start any discussion of art and culture with pictures of my Great Uncle's house. His house, inside and out, is decorated more like a church than a home. It is adorned with statues of patron saints, each with their own specific relevancy to his life. Also having students list trends that were popular in the recent past, but are now considered "uncool" allows them to see how cultures evolve. Showing a clip from "My Big Fat Greek Wedding," or discussing popular trends that came to America from other countries are two additional good ways to prepare kids to share information regarding culture and traditions as well. It is difficult to create an environment of acceptance and understanding with students who are constantly bombarded by American culture via TV, Internet, and instant updates on their cell phones. Encouraging them to move beyond their ethnocentric attitudes is difficult. However, it is essential to create an environment of listening and discussing without judging in the classroom so that cultural aspects can be compared and contrasted to create students that possess knowledge that goes beyond their immediate environment.

Antonio & Delfino #1

The current state of immigration seems to be a double edged sword. Everyone is both a winner and a loser. American businesses benefit from employing people who will work long, hard hours for minimal pay and benefits. The American government and citizens carry the financial burden of providing those who are here illegally with medical care, educational services, and residential benefits although they do not contribute to the taxes in their communities, and send the majority of their earnings back to Mexico. As our economy weakens, many Americans are also having a hard time finding work. Some of those positions may be filled by those who are here illegally. Mexicans benefit by escaping a homeland that can not provide for them. Mexicans, unlike many other previous immigrants, face a unique challenge due to the proximity of their homeland. When my great grandparents fled war torn Sicily at the turn of the century, they knew that no matter how much money they made in America, they would probably never make enough money to return, even for a visit, to their beloved homeland. Mexicans living in America are faced with the challenge of living between two worlds. Many choose to relocate to America out of necessity, yet their pride and loyalty to their heritage make returning to their homeland just across the border extremely tempting. Like Antonio and Delfino, many Mexicans see America as an opportunity to prove their self worth and success, and obtain things that would be far beyond their reach in Mexico. I was enthralled by the outcome of the public upheaval in South Gate. The way the community banded together to ensure that their new home did not become corrupt like the Mexican government they fled was amazing. It inspired me to think that perhaps if we found a way to integrate Mexicans into our community, provide them with additional assistance, and the means to bring their families it may encourage people to immigrate legally. If their families were here, it would certainly keep the revenue they earn in our economy instead of sending the majority home to Mexico. Any immigrant is bound to have a love of their homeland. However, if we could integrate them into our communities here and make them feel at home, perhaps they would feel the same loyalty for America. Of course, many Mexican immigrants have become citizens and already possess these feelings of loyalty for America. The question is, how does America reach out to the huge influx of Mexicans who have recently come to our country?

Introduction

Greetings fellow bloggers! My name is Angela. I am currently a high school Spanish teacher. I am pursuing my masters degree in curriculum and instruction. My hobbies include: gymnastics, dance, music, fine dining, and travel.