Culture

Best Ways to Assess Student Performance in Immersion Programs

Parents enroll their children in language immersion programs in order to give them the gift of knowing another language. They also expect that their children will do as well or better in learning the regular curriculum in the immersion language as will children who are learning that content in English. As a result, there are two fundamental strands of student assessment in elementary immersion programs: assessment of student learning in various subjects taught in the language, (e.g., math and reading); and assessment of the student’s proficiency in the immersion language. Both are used to evaluate individual student progress, to report to parents and the general community, and to support continual program improvement.

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Marketus Presswood: On Being Black in China

The author in China (Marketus Presswood). Reposted from The Atlantic.

The author in China (Marketus Presswood). Reposted from The Atlantic.

People of African origin are still uncommon in China, but the infusion of international culture has started to erode traditional bigotries.

In the 1996 China edition of the Lonely Planet’s Guidebook, a text box aside comment from a street interview provided some interesting conversation fodder, “… there is no racism in China because there are no black people,” a Chinese woman was reported to have said. This became a little running joke in my small study abroad circle, since I was the only black student in my program of fifty students. It was 1997, and I was in Beijing studying Chinese. “There is no way you could be experiencing any racism in China,” one classmate sardonically told me, “because you are the only black person here.” We all laughed.

While China is officially home to 55 ethnic minority groups, the Middle Kingdom is far more ethnically homogeneous than the United States. Han Chinese make up 91.59 percent of the population, and the majority of the remaining 8.41 percent are visually indistinguishable from their Han counterparts. In part due to this difference, race and nationality are often conflated in China. A white foreigner is likely to be called laowai, or “old foreigner,” while a black foreigner is more likely to be described as heiren, or “black person.”

White Americans face no barriers to claiming their nationality, but blacks are often assumed to hail from Africa, a place thought to be more backwards and poorer than China, and one more than likely receiving Chinese government economic aid in the form of loans and infrastructure projects. This leads to either resentment or denigration on the part of some Chinese. The Chinese media tends to focus on the generosity of the Chinese government toward Africa — a sore point among Chinese who feel their government is not doing enough for the Chinese themselves — and not on the valuable natural resources gained or access to lucrative growth markets for cheap Chinese goods.

Traditional standards of beauty in China have also shaped perceptions of black foreigners in the country. In China, “whiteness” is seen as a highly desirable trait for women. Stores that sell beauty products without fail have a wide variety of whitening creams. The Chinese and Western models that fill the screen and print ads all fit one standard type of beauty — very white skin, tall, thin with jet-black hair. There is even a Chinese saying: “A girl can be ugly, as long as she has white skin.”

Growing up in the United States, I looked at Chinese and other Asian people as persons of “color” who shared a similar experience with white racism. There was some sliver of solidarity in being a “band of minorities.” For most black people or other people of color in the American cultural context there is some tacit understanding of the mutual experiences of white racism that binds seemingly disparate American ethnic groups together in solidarity. I naively took that assumption with me to China on my first visit. I did not expect that everyone would welcome me with open arms, but I did not expect what I did encounter.

My own experience in China began in the late 90s. While working for a major international language company, I taught English to Chinese people from all socio-economic backgrounds. By all accounts, my supervisors and other teachers respected my skills and knowledge in the classroom. Around 2003, however, I noticed a shift in the market and it became increasingly difficult for me to hold on to assigned classes. There were a number of complaints from students. My supervisor investigated. She clandestinely and randomly listened in on my classes via the company intercom system. After a couple of weeks she called me into her office. She told me I was an excellent teacher and could find little fault in my methods and teaching of the prescribed curriculum. Students just wanted a “different” teacher.

While on break, I overheard students speaking in Chinese about how they were paying so much money and wanted a white instructor. One student went so far as to say, “I don’t want to look at his black face all night.” There was nothing my supervisor could do. The market was demanding white teachers and the company was responding to that demand. Not only did they want white teachers, they wanted attractive ones. I overheard a number of students discussing and comparing the physical attractiveness of one teacher over another. Students were even willing to accept a white, non-native English speaker over a black, native English speaker. This was a far cry from my first days of teaching English in China in 1999, when students were just happy to have an English speaker in the room.

In the first half of the 20th century, Chinese and black American intellectuals frequently collaborated. Langston Hughes, the world-renowned black American writer and poet, met Lu Xun, the father of modern Chinese literature, in Shanghai in the 1930s to work on theories and language for a universal, pluralistic, transnational form of cooperative nationalism. Paul Robeson, a professional actor/singer and social activist, was also a staunch ally of China’s. He actively fundraised for the Chinese Defense League, the precursor of the China Welfare Institute founded by Soong Ching-ling, the wife of Sun Yat-sen, a Chinese revolutionary considered to be the founder of the Republic of China (ROC). He also popularized the current Chinese National Anthem, the March of Volunteers, to a global audience by singing the song in Mandarin Chinese for audiences around the world. A number of other black scholars visited China during the first half of the 20th century, including W.E.B. Dubois, one of the founders of the NAACP, and Rayford Logan, a Howard University history professor.

While in exile in Cuba in the early 60s, black internationalist Robert F. Williams corresponded with Mao Zedong to support the Civil Rights Movement in the U.S. Mao wrote his, Statement Supporting the Afro-American in Their Just Struggle Against Racial Discrimination by U.S. Imperialism on August 8, 1963. He declared:

I call on the workers, peasants, revolutionary intellectuals … whether white, black, yellow, or brown, to unite to oppose the racial discrimination practiced by U.S. imperialism and support the black people in their struggle against racial discrimination.

Mao issued another statement of support in April 1968 after the assassination of Dr. Martin Luther King Jr. But despite these expressions of support, there is scant evidence to prove Mao or any other Chinese political leader at the time would have been willing to align themselves actively with the Civil Rights Movement. In fact, Chinese foreign policy in the 1960s mirrored much of that of the West, due in part to the Sino-Soviet split and the coming détente with the U.S.

After the deaths of Mao and Zhou Enlai, the era of alignment with the developing world and oppressed peoples gave way to Deng Xiaoping’s pragmatic plan for economic development epitomized by his statement, “To get rich is glorious.” From the 80s to the present, this new mantra has fueled a single-minded devotion to the pursuit of wealth, leaving little room for concern with past ideals. The isolation of China in the decades before its economic coming of age also limited the exposure most Chinese had to people of other ethnic origins, creating a vacuum of knowledge, drawing in stereotypes and prejudice.

Unlike their parents and grandparents, China’s youth have grown up with access to information, entertainment, and art from all over the world. Many have consequently come to reconsider stereotypes of black people, and they are in turn influencing the opinions of their older, more “traditional” relatives. The popularity of American popular culture in China, particularly the NBA, which as of 2011 was made up of 78 percent black players, is an example of this. The NBA has over 41 million combined followers on Sina and Tencent micro-blogs, the Chinese equivalent of Twitter. The Chinese Basketball Association estimates that there are 300 million people in China who play basketball. NBA stars flock to China on multi-city tours every summer to greet crowds of adoring fans.

My Chinese wife recounted a story of her younger cousin, who became a huge Allen Iverson fan to the dismay of her mother. During every game, she would don a Philadelphia 76ers jersey and plop down in front of the TV to cheer on her favorite basketball player. In order to spend more quality time with her daughter and understand her better, the girl’s mother began watching games with her child, and in no time became an avid Sixers fan as well.

Another friend related a story of about his uncle in Beijing, who sent his high school daughter to America for a summer camp. At the end of the camp, during the parent pick-up, his daughter burst into tears as she said goodbye to her summer camp roommate, who just happened to be black. The Chinese father recalled thinking, as he surveyed the scene of his emotionally distraught daughter, “I never thought my daughter could have such an emotional connection with a black person. Maybe I need to rethink my biases.”

Many black people from around the globe are living, working and traveling in China now. Some of us are American, European, Latin American and African, with a wide range of cultures, languages, religions and professions that defy neat categorization. While different histories have been a source of racist ideas and assumptions, perhaps our shared present and future will give Chinese a reason to reflect and reconsider.

3 Tips for Monolingual Parents Raising Bilingual Children

black-childrenIn my goal to seek informative posts for PAASSC parents I am often frustrated. Most sites that encourage parents to raise bilingual children is built on the foundation that one or both parents are bilingual. Gallup suggests that only one in five Americans are bilingual. Further research doesn’t even attempt to identify the number of bilingual African American families.

My children are being raised bilingual and while I studied French in high school and my husband is mildly conversant in Spanish neither of these language skills are available to help our children excel in their second language. So how do we as monolingual parents support our children in learning Chinese.

These are the best tips that I have identified.

Dive In:

Find the best way to immerse your child in the language. Some sites may encourage you to splash around and get your toes wet while acclimating yourself and your child to the language. As monolingual parents this is a very difficult jump. I don’t encourage taking your time to explore whether or not this would be a good idea. I encourage you to jump in as deep as possible. Depending on where you live and what you have access to in your community to that may be as significant as an Immersion school, a Saturday class, a tutor, learning on line or exploring various apps. Your child will learn the mos the earlier they start and with the most exposure that you can provide. Jump in – blind if you need to. That is the best way to learn. That is the best way to expose your child to increase the chance that they will learn.

Make Friends:

Prior to pursuing Chinese as a second language for my children I felt that I had a very diverse group of friends – which I do. But I also realized that none of my good friends were Asian and no one that I was in regular contact with spoke Mandarin. In our journey I have established great relationships with parents that are fluent in Mandarin. My children have enjoyed play dates with families in households where Mandarin is the primary language spoken. This has been such a great experience for my children. Whereas they do not speak in Mandarin with me they love the opportunity to engage with their friends parents and converse with them in Chinese. Developing friendships with bilingual parents is a win win.

Speak Mandarin at Home:

I have made several failed attempts to learn Mandarin. But I can say “dui” (yes) and “bu shu” (no) to my children. They laugh as bu shu is often not the right version of no but they enjoy correcting me and they love that we are speaking Chinese. I also have purchased a variety of videos that the girls watch in Chinese. Visit your local Chinatown and buy an assortment of videos. They will not all be the right fit for your child but over time you will have a wide assortment of Chinese language videos in your home. Hire a babysitter that speaks Chinese. Allow them to take your child to the local Farmer’s Market or for a walk in the neighborhood pointing out colors and counting rocks. These are all great and fun ways to bring your child’s second language into your home.

Beijing’s First African Hair Salon

Who knew that a black hair salon could create a lot of buzz  — especially in a country where most of its patrons are not black.

Beijing Salon

 

 

 

 

 

 

 

 

 

Martha Makuena is credited for starting the first black hair care salon in Beijing, China, an East Asian country that she and Paul Luyeye migrated to from the Congo in 1999. Makuena has no regrets about moving to the country and has found ways to combat some of the challenges that presented themselves to her along the way. One of those challenges was the fact that she couldn’t find any place in Beijing where people were capable of styling her hair.

So, she started her salon and has been scoring big from non-black customers. In an interview with BBC, Makuena described how Asians come to her salon to pick up black hair-dos because of their uniqueness.

She says that these patrons come in and say, “I want to look cool so they come to braid their hair.”

Makuena who learned to speak Chinese fluently, has also had to overcome the stigma of her skin as a business owner, claiming that “language” is the most important aspect about doing business in China and setting residents at ease about her work.

“People when they look at Africans they think about bad things,” Makuena said. They think that some Africans set up shop, come for a second, and disappear, taking advantage of China’s economy for a passing moment. However, her determination to create a business in the most unlikely of places has paid off for her. Her skin color no longer creates issues or resistance of customers.

“They don’t just see me as African, they see me as a person doing businesses.”

“They are respecting me and the way I am.”

Chinese, Africa’s New Language

As China’s investments in Africa grow, so has interest in the Chinese language across the continent. In Zimbabwe, learning Chinese has become a lucrative investment.

Ni hao , Chinese for “hello,” or ting bu dong, meaning “I hear you, but I don’t understand,” are two expressions one often overhears today in Zimbabwe’s capital.

It is one of the results of tenacious efforts by governments, private companies and individuals across Africa, but in Zimbabwe particularly, to learn the Chinese language and understand China’s culture.

Learning Chinese as a second or third language has been a global trend in the last few years. In Africa, the rapid increase of Chinese investments and trade (China is currently the continent’s biggest trading partner) has spurred the trend.

We want to see Zimbabwean students get jobs in China

Zimbabwe’s government has been very deliberate in enhancing its bilateral relationship with China. It launched the Look East Policy in 2003 to give priority to investors from China, Japan, Singapore and other countries from that region.

As a result, trade between China and Zimbabwe has been growing exponentially ― China is now the biggest buyer of Zimbabwe’s tobacco.

Although learning Chinese dates back to Zimbabwe’s liberation struggle in the late 1960s and 1970s when freedom fighters went to China for military training, the trend has now accelerated significantly, and for different reasons.

Confucius Institute

To spread the Chinese language and culture, the government of China is making use of a concept called Confucianism.

Confucius was a great Chinese philosopher and educator born in 551 BC.

The Chinese believe that his thoughts have tremendously influenced Chinese culture and even had an impact other cultures.

Chinese people refer to Confucius as “a greater teacher.”

Zimbabwe leads the rest of the continent in the training of local teachers of Chinese, having integrated the Confucius Institute into the University of Zimbabwe’s academic structures in 2007, as part of an expanding network of about 400 Confucius Institutes worldwide.

The programme has largely been successful, and the university is poised to export surplus teachers of Chinese to other countries as well.

Professor Pedzisai Mashiri, the inaugural director of the Confucius Institute at the University of Zimbabwe, says that one of the institute’s goals is to promote the Chinese language and culture in Zimbabwe.

Because the government is yet to integrate Chinese into the national curriculum for primary and secondary schools, schools that host Confucius classes offer the Chinese language as an extra-curricular activity.

More than a thousand students have received such language training through the institute since 2009. A few others are completing studies in China and will join the university soon.

A skill that pays

Observers say there has been a rising demand from organizations and individuals seeking to learn Chinese.

Clarence Makoni, the founder of the Cendel Language Bridge, a private company that provides translations, interpretation and foreign language instruction, told UN Nation’s Africa Renewal Magazine that there are huge benefits in learning foreign languages.

Chinese, he says, is by far the most sought after.

A Message from a Black Mother to Her Son

Dear Caleb,

When you were almost 2, we would drop off your cousin, Sydney, at her K-8 elementary school. The ritual went something like this:

“OK, Syd, have a good day.”

“OK,” she’d groan as she grabbed her backpack. “Bye, Caleb.”

“Bye,” you’d wave and grin with your entire body.

“Bye,” Sydney would say one last time as she shut the door. I’d roll down the car window.

“Byeeeee,” you’d sing.

“Bye,” Sydney would laugh as she caught up with friends.

I’d roll up the window as you said “bye” a few more times, then start to whimper. “It’s OK, sweetie, she’ll be back before you know it. And you’ll be off joining her before I know it.”

And it’s true. Before I know it, Caleb, you will be throwing your backpack on and waving goodbye as you run off across the playground. I think about that moment often and wonder about the condition of schools you’ll enter. I worry about sending you, my black son, to schools that over-enroll black boys into special ed, criminalize them at younger and younger ages, and view them as negative statistics on the dark side of the achievement gap.

Son, my hope for you is that your schooling experiences will be better than this, that they’ll be better than most of mine.

For three years of my K-8 schooling, from 7:40 a.m. until 3:05 p.m., I was black and invisible. I was bused across town to integrate a white school in Southeast Portland, Ore. We arrived at school promptly at 7:30 and had 10 full minutes before the white children arrived. We spent that time roaming the halls—happy, free, normal. Once the white children arrived, we became black and invisible. We were separated, so that no more than two of us were in a class at a time. I never saw black people in our textbooks unless they were in shackles or standing with Martin Luther King Jr. Most of us rarely interacted with a black adult outside of the aide who rode the bus with us. I liked school and I loved learning. But I never quite felt right or good. I felt very black and obvious because I knew that my experience was different from that of my peers. But I also felt invisible because this was never acknowledged in any meaningful way. I became visible again at 3:05 when I got back on the bus with the other brown faces to make our journey home.

Caleb, I want your teachers to help you love being in your skin. I want them to make space for you in their curricula, so that you see yourself as integral to this country’s history, to your classroom’s community, to your peers’ learning. I want your teachers to select materials where blacks are portrayed in ordinary and extraordinary ways that actively challenge stereotypes and biases. Most of all, Caleb, I want your teachers to know you so they can help you grow.

One day a teacher was trying to figure out why I was so angry since I was generally a calm, fun-loving kid. She said to me: “I know you, Dyan. You come from a good family.” But did she know me? She knew that I lived on the other side of town and was bused in as part of the distorted way that Portland school authorities decided to “integrate” the schools. But did she know what that meant? My mom—your grandma—got us up at 6 a.m. in order for me to wash up, boil an egg just right, fix my toast the way I liked it, and watch the pan of milk so that it didn’t boil over, so I could have something hot in my stomach before going to school. You know Grandma, she doesn’t play. We had to eat a healthy breakfast before going to school, and we had to fix it ourselves. Maybe that’s what that teacher meant by “good family.” My teacher didn’t know that we had to walk, by ourselves, four blocks to the bus stop and wait for the yellow bus to come pick us up and take us to school. It took us a half hour to get to school. Once there, I had to constantly code switch, learn how not to be overly black, and be better than my white counterparts.

Caleb, I want your teachers to know your journey to school—metaphorically and physically. I want them to see you and all of your peers as children from good families. I don’t want you to have to earn credit because of whom you’re related to or what your parents do for a living. And I don’t want your teachers to think that you’re special because you’re black and have a family that cares about you and is involved in your life. I want them to know that all children are part of families—traditional or not—that help shape and form who they are.

The summer before beginning 4th grade, I started teaching myself how to play the clarinet. It was the family instrument in that both of my older sisters played it when they were younger. For years I wanted to be a musician. It was in my blood. My grandfather was a musician, all of my uncles can sing very well, and my dad—your grandfather—was a famous DJ in Jamaica once upon a time. At the end of 5th grade, my band director took each member aside to provide feedback on whether or not she or he should continue music in middle school. My teacher told me that I just didn’t have it and should quit. I was devastated. I had dreams of becoming a conductor and I loved playing music. I learned to read music and text at the same time before entering kindergarten, so I couldn’t understand what my teacher saw or heard that made him think that I, at the tender age of 11, didn’t have what it took to pursue playing in a middle school band. He knew nothing about me. Had never asked any questions about me, our family, my aspirations. He didn’t seek to make me a better musician.

Caleb, I hope that you will have teachers who realize they are gatekeepers. I hope they understand the power they hold and work to discover your talents, seek out your dreams and fan them, rather than smother them. I hope they will see you as part of a family, with gifts and rich histories that have been passed down to you. I hope they will strive to know you even when they think they already know you. I hope your teachers will approach you with humility and stay curious about who you are.

When I was in 4th grade, my elementary school held a back-to-school night that featured student work and allowed families to walk the halls and speak with teachers. In each classroom was a student leader, chosen by teachers. I’m not sure what my role was supposed to be. But at one point, a couple came in, desiring to speak with Mrs. S. She was busy, so I thought I’d chat with them while they waited. As I approached them, they recoiled in fear and, with panicked looks, turned away from me and said, “Mrs. S.?” My teacher looked away from the folks she was working with and said, “It’s OK, she’s not like the rest.” I don’t remember what happened next. All I remember is that this seemed to be one of the first in a long line of reassurances that I was special and not like other black boys and girls. For many years afterward, I was told on more than one occasion, “You’re not like other blacks.” This was supposed to be a compliment.

Caleb, I pray that your teachers will not look at you through hurtful racial preconceptions. I pray that they will do the work necessary to eliminate racist practices in themselves and in those around them. I pray that they stand up for you in ways that leave you feeling strong and capable. I pray that they will nurture your spirit, and that you, in turn, will desire to be a better you.

Son, I end this letter by sharing a story that Grandma has told me many times, that I hope will one day resonate with you. On the first day of kindergarten, many of the kids were crying and clinging to their parents. But not me. I was ready! I wanted to be like my three older siblings and go to school. So I gave my mom a hug, let go of her hand, waved goodbye, and found my teacher. And remember how I told you that my oldest sister taught me how to read before I went to school? The teacher found this out and used this skill, along with my desire to be at school, to teach the other kids the alphabet and help them learn how to read. I believe, in part, that is why I became a teacher. She saw something in me and encouraged me to develop my passion—even at this young, sweet age.

That, my son, is my hope for you. I hope your teachers will love you for who you are and the promise of what you’ll be.

Love,

Mama


Dyan Watson (watson@lclark.edu) is an assistant professor in the Graduate School of Education and Counseling at Lewis & Clark College in Portland, Ore.  She is an editorial associate of Rethinking Schools and co-editor of Rethinking Elementary Education.

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