2. Memory, Memoir, and Mastery Presentation Michael Veronneau EDU 604.90 Diversity in 21 st Century Education Post University Professor Jennifer Wojcik

3. The Skin That We Speak: Thoughts on Language and Culture in the Classroom By Lisa Delpit and Joanee Kilgour Dowdy Summary- The Skin That We Speak is a critically acclaimed collection of entries from various authors that have had unique experiences with language. Edited by Joanne Kilgour Dowdy and Lisa Delpit, The Skin That We Speak contains personal accounts from a racially and ethnically diverse group of teachers, authors, psychologists, and researchers. Examining the relationships between language and cultural identity, language and privilege, and language and power, The Skin That We Speak discusses some hidden issues that arise for many ethnically diverse students. From linguist and orator Ernie Smith talking of his struggles to understand the Ebonic dialect of English to author Lisa Delpit struggling to impose a certain brand of English on her daughter, The Skin That Speak discusses the linguistic trials and tribulations that people have gone through throughout their lives. (What's Up For Kids, 2012)

4. The Skin That We Speak Connection to Multicultural Education The Skin That We Speak should be read by every educator in schools that want to incorporate a multicultural approach to education. The rationale behind a multicultural approach to education is to educate and make students aware of the diversity that each student has, and to have teachers guide their instruction with culturally responsive methods of pedagogy. With language being a cultural characteristic that defines so many people, it is instrumental that educators adopt teaching and learning strategies so that students can be comfortable, and free to use their native tongue. (Multicultural Education, n.d.) Multicultural Teaching Strategies Combating Linguistic Barriers Assign Activities Based on Aptitude (Dowdy & Delpit, 2002) Individual and Mentored Instruction (Gorski, 2010) Inclusive Curriculum-Native Languages (Gorski, 2010) Institute Trilingualism (Dowdy & Delpit, 2002)

5. How does language reflect cultural identity, power, and privilege? The Skin That We Speak Focus Question I CULTURAL IDENTITY Ethnic Origins Version/Dialect Used Customs and Beliefs Positive and Negative Experiences POWER Understand allows for Mastery Communication = Leadership Relates to African American History/Ebonics PRIVILEGE Misconception- Non English-Non American Stereotypes exist with non-English speakers Many people are forced to “codeswitch” (Cultural Identity, n.d.) (Hernan, 2015) (Dowdy & Delpit, 2002)

6. The Skin That We Speak Focus Question II What can educators do to assist culturally and linguistically challenged students to be successful socially and academically? Social Assistance Strategies Academic Assistance Strategies Promote literacy enjoyment allowing students to perform publicly, and develop communication skills with other students (Gorski, 2013). Target and do away with any educational programs or policies that can be viewed at as prejudicial (Rothstein, 2013). Incorporate families into the educational environment, and learning process (Gorski, 2013). Think of solutions to all of the opportunity deficiencies that culturally and linguistically challenged students have, but at the same time be realistic (Hawley & Nieto, 2010). Praising culturally or linguistically challenged students in front of their classmates, making them stand out in front of the class (Trumbull, Rothstein- Fisch, & Greenfield, 2000). Use non-academic cultural aspects to motivate students to conquer the difficult educational tasks (Food, Music, Dress) (Delpit & Kilgour Dowdy, 2002).

7. The Skin That We Speak Incorporation into My Educational Context The Skin That We Speak can be an influential resource to be used within the walls of Crosby High School. According to GreatSchools.org, who obtained their information from the National Center for Education Statistics, as of 2012, the ratio of the student population was approximately 43 % Hispanic, 30% African American, 21% Caucasian, and 6% Other (Asian, Pacific Islander, American Indian, Etc.) (GreatSchools.Org, n.d.). With such a diverse student population, which speak different languages and dialects of English, teaching strategies must be implemented to cater to linguistic barriers. (The Skin That We Speak, n.d.)(Crosby High School, n.d.)

8. The Skin That We Speak Personal Reflection The Skin That We Speak : Thoughts on Language and Culture In the Classroom made me think about the linguistic barriers that students face, for the first time in my educational career. I never thought that students had issues understanding, writing, and reading standard English. Students stem from all different cultural backgrounds, and all educators, including me, need to modify elements of instruction so it takes into consideration different dialects of English that are used, and various different languages. Moving forward, educators need to identify students that have language barriers, and create support systems for them so they can still keep their cultural roots, but at the same time assimilate into the mainstream educational environment. (Child Trends, 2014)

9. References Child Trends.(2014, June 10). [photograph of Hispanic Children]. Retrieved October 5, 2015 from http://www.childtrends.org/tag/hispaniclatino/ Crosby High School.(n.d.).[photograph of Crosby High School]. Retrieved May 4, 2015 from http://www.waterbury.k12.ct.us/1/Home Cultural Identity.(n.d.).[photgraph of hands locked on wrists]. Retrieved October 5, 2015 from http://9humanities.pbworks.com/w/page/50945820/Eno%20Hung%20- %20Cultural%20Clash%20and%20Community%20Building Dowdy, J. K., & Delpit, L. D. (2002). The skin that we speak: Thoughts on language and culture in the classroom. New York: The New Press. Gorski, P. (April 14, 2010). The Challenge of Defining "Multicultural Education. [Web log] Gorski, P. C. (2013). Building a pedagogy of engagement for students in poverty. Phi Delta Kappan, Vol. 95 n.1, 48–52. Great Schools.Org. (n.d.) Crosby High School Statistics. Retrieved May 4, 2015 from http://www.greatschools.org/connecticut/waterbury/980-Crosby-High- Hawley, W. D., & Nieto, S. (2010). Another inconvenient truth: Race and ethnicity matter. Educational Leadership, 68(3), 66–71.

10. References Hernan, Andrew. (2015, August 18). 8 harmful examples of standard American English privilege. Everyday Feminism. Retrieved October 5, 2015 from http://everydayfeminism.com/2015/08/standard -american-english/ Multicultural Education.(n.d.). [photograph of children’s artwork]. Retrieved October 5, 2015 from http://timerime.com/en/timeline/1245678/Multicultural+Education Rothstein, R. (2013). Why our schools are segregated. Educational Leadership. 70(8), 50–55. The Skin That We Speak. (n.d.). [photography of book cover]. Retrieved October 5, 2015 from http://www.thenewpress.com Trumbull, E., Rothstein-Fisch, C., & Greenfield, P.M. (2000). Bridging cultures in our Schools: New approaches that work. Knowledge Brief. San Francisco: WestEd. What's Up For Kids. (2012, February 20). [photograph of children]. Retrieved October 5, 2015 from http://whatsupforkids.com/looking-for-pre-school