Protected: Students as Language Teachers
Even well-intentioned language teachers sometimes ignore the knowledge that their students bring into the classroom with them. What if, instead, teachers built on this knowledge and let students play an active role in their own language education?
- by
- Jennifer Delfino
- with Suvanni Oates, Suvante Oates, and Halley Rodriguez (pictured)
WATCH & LISTEN
What is Culturally Sustaining Pedagogy and Why Does it Matter?
Speaking of Race
(J. Delfino podcast)
White Allyship and White Virtue
(J. Delfino podcast)
READ MORE
Original Chapter, J. Delfino, 6:
Race, Literacy, and Power: Learning from Children about Educational Justice.
Giant Grocery Store (context page)
JUMP IN
MEET US
Jennifer Delfino
University of Illinois Urbana Champagne
I was raised hearing English, Tagalog, Taglish, and Spanish, but I was only taught to speak English. I learned Spanish, French, and German in school because I love learning languages, and I finally got a chance to learn Tagalog a few years ago in a class offered by a Filipino cultural institute in New York.
Halley B. Rodriguez
Fordham LC / HEOP
Languages: Spanish, English, and I’m learning Brazilian Portuguese
Suvante Oates
Attended Bronxdale High School
I identify as Jamaican, and my main language is English with a dialect of Patois.
Suvanni Oates
Bronxdale High School
The languages that are currently present in my life are Patios (Jamaica) and English.
