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The History of Native Americans in Boarding Schools

In the late 19th and early 20th centuries, the U.S. government implemented policies to assimilate Native American children into mainstream American culture. Boarding schools were established with the goal of eradicating Native languages and cultures.

Native American children were often forcibly removed from their families and communities and sent to boarding schools. The idea was to separate children from their cultural influences to facilitate the assimilation process.

One of the primary goals of boarding schools was to enforce English as the only language spoken. Native languages were actively discouraged, and students faced punishment for using their native languages. The motto "Kill the Indian, Save the Man" encapsulated the assimilationist philosophy of these schools. The strict English-only policies and cultural suppression had a profound impact on Native languages and cultures. Many Native languages faced severe decline, and traditional knowledge was lost as a result of the forced assimilation.

Boarding schools employed various tactics to force assimilation, including hair-cutting ceremonies, which held cultural and spiritual significance for many Native tribes. Other cultural practices targeted included traditional clothing and spiritual ceremonies.

In recent years, there has been a growing acknowledgment of the historical injustices associated with Indian boarding schools. Efforts are being made to address this dark chapter in history, including initiatives to support healing, preserve Native languages, and recognize the resilience of Native American communities.

[edbe2023finalproject]

Identify and Address Microaggressions

Identifying and addressing microaggressions is crucial for creating a classroom environment that is inclusive, respectful, and safe for all students. Microaggressions are subtle, often unintentional, discriminatory remarks or actions that can have a significant impact on individuals or groups based on their race, gender, ethnicity, or other aspects of their identity. Here are some strategies for educators to identify and address microaggressions:

Identification:

Educate Yourself

Listen Actively

Create an Open Dialogue

Be Mindful of Language

Monitor Power Dynamics

Addressing:

Address Immediately

Model Inclusive Behavior

Use Microaggressions as Teachable Moments

Establish Ground Rules

Encourage Empathy

Involve Students in the Conversation

Provide Resources

Support Affected Individuals

Regularly Assess Classroom Culture

[edbe2023finalproject]

Books for National Arab American Heritage Month

It's right around the corner so let's name a couple books you can offer in your class.

Lailah's Lunchbox by Reem Faruqi

The Proudest Blue by Ibtihaj Muhammad and S.K. Ali

In My Mosque by M.O. Yuksel

Time to Pray by Maha Addasi

Amira's Picture Day by Reem Faruqi

The Light Within You by Namita Moolani Mehra and Kamala Nair

Loujain Dreams of Sunflowers by Uma Mishra-Newbery, Lina Al-Hathloul, and Rebecca Green

Sadiq and the Desert Star by Siman Nuurali

[edbe2023finalproject]

"Looking like a Language, Sounding like a Race (by Jonathan Rosa) examines the emergence of linguistic and ethnoracial categories in the context of Latinidad."

Check out the book if you're interested in the racialization of language and its relationship to issues of power and national identity

[edbe2023finalproject]

English-Only Laws

Remember that not even 50 years ago states, such as Arizona, California, Florida, and Colorado, passed laws that sought to limit bilingual education in schools. Laws that declared English as the official language of the state. In some cases, it would also mandate that government actions, publications, state public proceedings and be conducted in English.

[edbe2023finalproject]

Students will bring in their prior experiences to form their understanding of the world. Why should they do any different when they're learning in the classroom. This is why it is the bare minimum for teachers to recognize every student's culture and experiences. To acknowledge these key identifiers in a person begins the process of forming a connection in the classroom. It doesn't stop there though. Bring in multicultural books and materials, label the classroom, and connect your student's cultures to the lessons. Allow the children to flourish in an environment that respects and celebrates all aspects of them.

[edbe2023finalproject]

Bilangual Books in 69 Languages

From Bengali to French to Tagalog, there are endless options of stories

[edbe2023finalproject]

7 Books for K-5 in Black History Month

The ABCs of Black History Month, Author: Rio Cortez Illustrator: by Lauren Semmer

The Undefeated, Author: Kwame Alexander Illustrator: Kadir Nelson

Parker Looks up: An Extraordinary Moment, Authors: Parker Curry, Jessica Curry Illustrator: Brittany Jackson

Lillian's Right to Vote, Author: Jonah Winter Illustrator: Shane W. Evans

Sulwe, Author: Lupita Nyong'o Illustrator: Vashti Harrison

New Kid, Author: Jerry Craft

Hurricane Child, Author: Kacen Callender

[edbe2023finalproject]

What kind of Dual Language Program is your emergent bilingual in?

Dual Language Immersion Program Models:

1. Dual Language Immersion One Way. Emergent bilinguals served in English are prepared to be successful in English-only instruction.

2. Dual Language Immersion Two Way. Emergent bilinguals served in English are integrated with students proficient in English to prepare to be successful in English-only instruction.

Transitional Bilangual Program Models:

Transitional Early Exit. Emergent bilinguals served in English are prepared to be successful in English-only instructions not earlier than two or later than five years after the student enrolls in school.

Transitional Late Exit. Emergent bilinguals served in English are prepared for English-only instruction not earlier than six or later than seven years after the student enrolls in school.

English as a Second Language Program Models:

ESL Content Based. Emergent bilinguals are given instruction in English for each core subject by a teacher appropriately certified in ESL.

ESL Pull Out. Emergent bilinguals are provided instruction in English through language arts and reading by an appropriately certified ESL teacher.

For more information on Texas's bilangual programs use this link.

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“A translanguaging vision of reading starts with the person. In other words, the multilingual person does not read in one language or the other, but rather brings his or her whole linguistic repertoire and social repertoire to the text” Cecilia M. Espinosa & Laura Ascenzi-Moreno from Rooted in Strength