The Circuit

In Glogpedia

by mgerdes2
Last updated 4 years ago

Discipline:
Language Arts
Subject:
Reading Comprehension
Grade:
9,10,11,12

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The Circuit

1. Migrant families lived in poverty "We would take a long trip north, cross la frontera, enter California, and leave our poverty behind." "Go to the rive for water, sleep on dirt floors, or use candles for light."

1. There are large numbers of children that come from immigrant families and they might share similar experiences from the book. - By the year 2020, over 66% of all school-age children in he U.S. will be African American, Asian, Hispanic, or Native American, many the chilren of new immigrants.

CriticalPoints

Ideas connected to the text

2. About half the children in the world live in environments where 2 or more languages are spoken. In 2003, appoximately 15% of school-age children in the U.S. spoke a lanuage other than English at home. -These statistics relate to the book in that Francisco and his siblings spoke only Spanish at home, but were learning English when at school. Their first language (Spanish) is valued by their family; therefore, they are most likely to keep their first language when they add a second one (English).

By: Francisco Jimenez

2. Migrant families accepted whatever work they could find, which required them to move multiple times a year.They would work picking cotton, strawberries, or grapes. When one season ended, they would pack up and begin searching for new jobs.

3. Children from migrant families struggled to speak and understand English at school. "Miss Scalapino started speaking to the class and I did not understand a word she was saying." "I always guessed what the teacher wanted me to do." "It was easier when Miss Scalapino read to the class from a book with illustrations because I made up my own stories, in Spanish, based on the pictures."

4. Migrant children struggled socially and had a hard time keeping/making new friends due to constant moving. "All the kids lined up outside the classroom door and then walked in and quietly took their seats. Some of them looked at me an giggled." "I never got the chance to show Carl my collection. That weekend we moved to Five Points, and I never saw my friend again."

5. Migrant children want to learn English, but have to work extra hard when English is not being spoken at home. "So I got the idea of writing the words down in my notepad, along with their definitions, and memorizing them. I also wrote other things I needed to learn for school and things I wanted to know by heart like, like spelling words, and math and grammar rules. I took my librito with me wherever I went."

3. Learning English as a second language takes 2-3 years for oral and 5-7 years for academic language use. Loss of L1 and underdevelopment of L2 are problems for ELL's. Students need to have a reason to communicate, access to English speakers, interaction, support, feedback, and time. Children need to use both languages in many contexts. -Francisco and his siblings struggled to develop a strong L2(English) because they were in and out of school, had little interaction or feedback, and were only speaking Spanish outside of school.

4. Children's interactions with peers likely are culture bound because they are directed by cultural conventions and values that are experienced in interactions with family, teachers, etc. -Francisco had a hard time making friends due to his lack of English and their contant moving. He would usually make friends with other students that spoke some Spanish and had similar lifestyles. He lost a lot of friends from either his family moving away or the friends family moving.

5. Cultrually relevant pedagogy- teaching that rests on three propositions* Students must experience acadmeic success* Students must develop/maintain their cultural competence*Strudents must develop a critical consciousness to challenge the status-Francisco had A LOT of teachers and there were distinct differences in the ones that made an impact on him and ones that did not. He shared experiences where teachers would devote extra time to him, challenged him, and encouraged him.

ReferencesJimenez, F. (1997). The Circuit. stories from the life of a migrant child. University of New Mexico PressPerry, N. Woolfolk, A. (2012). . In J. Johnston (Ed.), Child and Adolescent Development Upper Saddle River, NJ: Pearson Education, Inc.

Francisco

Moriah Petillo- I give permission for my presentation to be made public.

The Circuitstories from the life of a migrant child


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