Page 273 - Beyond Methods

Ensuring social relevance 261
11.2.1 An interesting news item related to the use of first language and the target language at home appeared in New York Times Septem- ber 30, 1995, page A10. It was titled “Mother Scolded by Judge for Speaking Spanish.” I summarize it below. Copy this onto an OHP transparency for use in class, or make multiple copies to distribute to students.
In June 1995, in Amarillo, Texas, a district court judge named Samuel C. Kiser delivered a ruling in a child custody case involving a Spanish speaking couple. In his ruling, he accused the defendant, Martha Lau- reano, of child abuse for using Spanish at home to speak to her five- year-old daughter. He ordered the mother to speak only English to the girl, who was about to enter kindergarten that fall. He argued that En- glish was necessary for her daughter to “do good in school.” Otherwise, he warned, the girl would be condemned to a life as a maid.
When the news story was published, there was a public outcry against the court decision. Judge Kiser held a press conference and apologized to maids, insisting that he held them in high esteem. But he stuck to his English-only order.
Martha Laureano was bilingual in English and Spanish but, as a mother, she wanted to speak Spanish at home so that her child would not forget her native tongue as she learns in English at school.
11.2.2 As a prereading strategy, ask your learners general questions such as what role their native tongue plays in their life, what language they use with their mother, father, and other family members and why, etc.
11.2.3 Continue the prereading strategy with questions that are spe- cific to the reading text, questions such as what constitutes child abuse, under what circumstances, if any, can a mother using her native tongue with her child be considered child abuse, etc.
11.2.4 Project the text onto the OHP screen and have your learners read it silently. Start with reading comprehension questions. Help your learners understand the text.
11.2.5 Depending on the proficiency level of your students, conduct a debate in class, with one group arguing for and another against the judge’s decision. Divide the class into two groups, and ask each group to select a leader. Let them first discuss the pros and cons.
11.2.6 Moderate the debate. First, ask the group leaders to present their case. Then, have members of each group argue and try to con- vince the other. Sum up the debate at the end, remembering to com- mend your learners for their attempt.