Tongue-Tied : The Lives of Multilingual Children in Public Education

Tongue-Tied is an anthology that gives voice to millions of people who, on a daily basis, are denied the opportunity to speak in their own language. First-person accounts by Amy Tan, Sherman Alexie, Bell Hooks, Richard Rodriguez, Maxine Hong Kingston, and many other authors open windows into the lives of linguistic minority students and their experience in coping in school and beyond. Selections from these writers are presented along with accessible, abridged scholarly articles that assess the impact of language policies on the experiences and life opportunities of minority-language students. Vivid and unforgettable, the readings in Tongue-Tied are ideal for teaching and learning about American education and for spurring informed debate about the many factors that affect students and their lives. Following "Foreword" (Ofelia Zepeda); "Student Preface" (Erika Villegas), and Introduction: "The Unspoken Issue That Silences Americans" (Otto Santa Ana), the book is divided into 6 parts. Part I, "The Child's Struggle against Silencing" contains the following chapters: (1) "Cut into Me" (Carole Yazzie-Shaw); (2) "The Girl Who Wouldn't Sing" (Kit Yuen Quan); (3) "Prospectus" (Joe Nieto); (4) "Learning Silence" (Maria Mazziotti Gillan); (5) "From Always Running" (Luis Rodriguez); (6) "From Lost in Translation" (Eva Hoffman); (7) "Name Giveaway" (Phil George); (8) "Masks and Acculturation" (Margaret Montoya); (9) "Aria" (Richard Rodriguez); (10) "Language and Consciousness" (Simon Ortiz); (11) "Back in Those Days" (Carole Yazzie-Shaw); (12) "Indian Boy Love Song (#2)" Sherman Alexie); (13) "Wasicuia ya he? Do you speak English?" (Delphine Red Shirt); (14)"Off Reservation Blues" (Paula Gunn Allen); (15) "Que dice Que dice? Child Translators and the Power of Language" (Antonia Castaneda); (16) "No Questions Asked" (Armand Garnet Ruffo); (17) "Me Talk Pretty One Day" (David Sedaris); (18) "The Silence of Polyglots" (Julia Kristeva); (19) From "voz en una carcel" (Juanita M. Sanchez); and (20) From The Woman Warrior (Maxine Hong Kingston). Part II, The History of Silencing Children contains: (1) Chronology of Events, Court Decisions, and Legislation Affecting Language Minority Children in American Public Education. Part III, The Potential and Vulnerability of Multilingual Children contains: (1)"The Failure to Educate Immigrant Children" (Guadalupe Valdes); (2) "From 36 Children" (Herbert Kohl); (3) "Today's Deficit Thinking about the Education of Minority Students" (Richard Valencia and Daniel Solorzan); (4) "Academic Ignorance and Black Intelligence" (William Labov); (5) "Beginning Where the Children Are" (Luis Moll and Norma Gonzalez); and (6) from "Translating Translation: Finding the Beginning" (Alberto Alvaro Rios). Part IV, Mother Tongue contains the following chapters: (1)"Elena" (Pat Mora); (2)"From Healing Earthquakes" (Jimmy Santiago Baca); (3) "Mother Tongue" (Amy Tan); (4) "Lakota Words" (Delphine Red Shirt); (5) "Immigrants" (Pat Mora); (6) "My Hawai'i" (Nana Veary) (7) "Chief Wachuseh" (Jose Antonio Burciaga); (8 )"Translation" (Rhina Espaillat); (9) "Bilingual Cognates" (Jose Antonio Burciaga); and (10) "Learning to Trust the Language I Thought I'd Left Behind" (Michael Awkward). Part V, Excellence and Neglect in the Schooling of Multilingual Children contains the following chapters: (1) "Principles of Successful Schools for Multilingual Children" (Daniel Solorzano and Ronald Solorzano); (2) "The Best Multilingual Schools" (Tamara Lucas, Rosemary Henze, and Ruben Donato); (3) "The Four Spokes of the Second Language Learning Wheel" (Catherine Snow); (4) "Teaching Multilingual Children" (Virginia Collier); (5) "Suite for Ebony and Phonics: Reflections on African American English" (John Rickford); and (6)"What Should Teachers Do about Ebonics?" (Lisa Delpit). Part VI, Rage, Regret, and Resistance contains the following: (1) "I Want to Write an American Poem II" (Benjamin Alire Saenz); (2) "Teaching New Worlds/New Words (bell hooks); (3) "Desmet, Idaho, March 1969" (Janet Campbell Hale); (4) "Speaking in Tongues: A Letter to 3rd World Women Writers" (Gloria Anzaldua); (5) "Two Languages in Mind, but Just One in the Heart" (Louise Erdrich); (6) "Mi Problema" (Michele M. Serros); (7) "Linguistic Terrorism" (Gloria Anzaldua); (8) "I Recognize You" (Rosario Morales); (9) "The New World" (Eva Hoffman); (10) "I Want to Write an American Poem III" (Benjamin Alire Saenz); (11) "Speaking Spanglish" (Abby Figueroa); and (11) "English con Salsa" (Gina Valdes) Tongue-Tied Dedication Contents Foreword Student Preface Acknowledgments Introduction The Unspoken Issue That Silences Americans Part I The Child’s Struggle against Silencing Cut into Me The Girl Who Wouldn’t Sing Prospectus Learning Silence from Always Running from Lost in Translation Name Giveaway Masks and Acculturation Aria Language and Consciousness Back in Those Days Indian Boy Love Song (#2) Waṡicuia ya he? Do you speak English? Off Reservation Blues ¿Qué dice? ¿Qué dice? Child Translators and the Power of Language No Questions Asked Me Talk Pretty One Day The Silence of Polyglots from "voz en una cárcel" from The Woman Warrior Part II The History of Silencing Children Chronology of Events, Court Decisions, and Legislation Affecting Language Minority Children in American Public Education Part III The Potential and Vulnerability of Multilingual Children The Failure to Educate Immigrant Children from 36 Children Today’s Deficit Thinking about the Education of Minority Students Academic Ignoranceand Black Intelligence Beginning Where the Children Are excerpt from Translating Translation: Finding the Beginning Part IV Mother Tongue Elena from Healing Earthquakes Mother Tongue Lakota Words Immigrants My Hawai'i Chief Wachuseh Translation Bilingual Cognates Learning to Trust the Language I Thought I’d Left Behind Part V Excellence and Neglect in the Schooling of Multilingual Children Principles of Successful Schools for Multilingual Children The Best Multilingual Schools The Four Spokes of the Second Language Learning Wheel Teaching Multilingual Children Suite for Ebony and Phonics: Reflections on African American English What Should Teachers Do about Ebonics? Part VI Rage, Regret, and Resistance I Want to Write anAmerican Poem II Teaching New Worlds/New Words Desmet, Idaho, March 1969 Speaking in Tongues: A Letter to 3rd World Women Writers Two Languages in Mind, but Just One in the Heart Mi Problema Linguistic Terrorism I Recognize You The New World I Want to Write an American Poem III Speaking Spanglish English con Salsa Sources and Permissions Index About the Authors An Anthology That Gives Voice To Millions Of People Who, On A Daily Basis, Are Denied The Opportunity To Speak In Their Own Language. First-person Accounts By Amy Tan, Sherman Alexie, Bell Hooks, Richard Rodriguez, Maxine Hong Kingston, And Many Other Authors Open Windows Into The Lives Of Linguistic Minority Students And Their Experience In Coping In School And Beyond. Selections From These Writers Are Presented Along With Accessible, Abridged Scholarly Articles That Assess The Impact Of Language Policies On The Experiences And Life Opportunities Of Minority-language Students. Aimed At Teaching And Learning About American Education And To Spur Infomed Debate About The Many Factors That Affect Students And Their Lives. The Child's Struggle Against Silencing -- The History Of Silencing Children -- The Potential And Vulnerability Of Multilingual Children -- Mother Tongue -- Excellence And Neglect In The Schooling Of Multilingual Children -- Rage, Regret, And Resistance. Edited By Otto Santa Ana. Includes Bibliographical References (p. 289-293) And Index. Tongue Tied is an anthology that gives voice to millions of people who, on a daily basis, are denied the opportunity to speak in their own language. First-person accounts by Amy Tan, Sherman Alexie, bell hooks. Richard Rodriguez, Maxine Hong Kingston, and many other authors open windows into the lives of linguistic minority students and their experience in coping in school and beyond. Selections from these writers are presented along with accessible, abridged scholarly articles that assess the impact of language policies on the experiences and life opportunities of minority-language students. Vivid and unforgettable, the readings in Tongue-Tied are ideal for teaching and learning about American education and for spurring informed debate about the many factors that affect students and their lives.