Unit 2 – Language in the Family
Lesson 2 – Linguistic Autobiographies continue…
Class time: 57 minutes
Objective: Students will reflect on their own language use and how it is connected to their personal identities. This class will have an added focus on skin complexion and how that relates to linguistic expectations. Students will continue working on their own linguistic autobiographies.
Materials Needed:
- Richard Rodriguez: Complexion
- Colored paper
Mentor and RA: When we arrive in the room we need to start placing laptops on all of the students’ desks. This will save us time when it comes to them working on their written assignments. Since we only have one mentor in tomorrow we all need to work together in setting these up (of course setting up the camera is first priority).
INTRODUCTION (1 min)
Today we are going to continue working on our linguistic autobiographies. Remember that both the written and illustrated portion is due this upcoming Monday March 10. You will present for 3ish minutes and afterwards submit these pieces. Tell students not to worry about the brainstorming portion; this is just a tool to help them begin thinking about their linguistic autobiography. Inform students that come Wednesday they will receive their audio-recorders to then interview a family member about their linguistic autobiography. Prompt them to start honing in on who that will be.
Presentation (10 minutes)
For this portion of the class students will read out loud snippets from the Rodriguez piece, they will then reflect as a class on the following guiding questions. So that we do not have awkward quiet moments I will give students 1 minute to jot down ideas prior to reflecting for each question. Team, this may be a little personal and I may need y’all to share about your own experience from this as a way to get students comfortable sharing.
1) What effects did the color of Rodriguez’s complexion have on him?
2) Are there stigmas associated with lighter and darker skin tones? For example is there a difference from prieta/o and morena/o? If so, in what ways have they experienced this?
3) How is complexion related to linguistic expectations?
After students have the opportunity to discuss these we will go over question 5 on the brainstorming list which is the following: Sensory/Description/Feelings: Think about the five senses, descriptors and the emotions you have that make you unique. Relate these back to your opinions, values, and experiences. This question will be unpacked as follows:
a) Think about your linguistic competencies – How do you experience them differently? For example, what language do you think in, dream in, pray in, talk to your parents in, friends in, enjoy music more in, etc.?
b) What value do you assign to these? Do you value one more than the other?
c) What is your opinion about them? Note that value and opinion are not necessarily the same:
i) For example you can understand the value English has in society but not necessarily have a positive opinion about it.
ii) Or you can have a positive opinion about Spanish but not necessarily value it in terms of investing to maintain or develop your competencies in this language.
After this questions is clarified students will resume their work on their linguistic autobiographies. They will be reminded that this is their last opportunity to work in class prior to submitting their work on Monday and presenting.