Hunger of Memory: The Education of Richard Rodriguez

Friedman, Edward; Rodríguez, Richard

doi:10.2307/29739795

Cited by 64 publications

(9 citation statements)

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“…Rather, it should be understood as a matter of silence of the 'self' or not being able to express the self in the L2. Granger analyses autobiographies of people who went to live overseas as immigrants (Rodriguez, 1988;Hoffman, 1989). Those authors reported that they became silent because they were unable to express their original selves.…”

Section: The Silent Period As Seen From a Psychoanalytic Perspectivementioning

confidence: 99%

Reconceptualising the Silent Period: Stories of Japanese Students Studying Abroad

Umino

2023

J. Silenc. Stud. Educ.

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In this paper I attempt to reconceptualise the silent period from the perspective of situated learning theory to understand how it is experienced by adult second language (L2) learners during study abroad. The silent period has largely been regarded as a cognitive phenomenon during which some beginning L2 learners are unwilling or unable to produce the language they are learning. It initially attracted attention in relation to Krashen’s Input Hypothesis but, even though a number of studies were carried out in the 1970s and 80s, they have not been followed up, leaving a number of questions unanswered. Furthermore, these studies did not take into account the perspective of the learners who experienced the silent period. In the present study I conducted life-story interviews with Japanese university students who experienced a silent period during their study abroad. As a result, it was found that their silence was related to their intolerance of insufficient self-expression in the target language. The study suggests that the silent period is not to be seen as a period of incomprehension, rejection or abandonment of learning but a site of struggle and a pathway to finding new ways for self-expression and participation in the new language.

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Section: The Silent Period As Seen From a Psychoanalytic Perspectivementioning

confidence: 99%

Reconceptualising the Silent Period: Stories of Japanese Students Studying Abroad

Umino

2023

J. Silenc. Stud. Educ.

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“…English-only Policy resulted from the English-only movement, which aimed to assign English as the only nation's official English and advocate people only use English in America. Rodriguez claims that if one wants to learn English well and engages in American life, they have to abandon their native cultures [10]. He supports English-only policy without any bilingualism.…”

Section: ) Abandoning English-only Language Policymentioning

confidence: 99%

Ways to Maintain ELLs’ Cultural Diversity in Education - Taking Three New York Elementary Schools as Examples

Wang¹

2022

IJSSH

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English as a second language (ESL) education refers to teaching non-native English speakers English as a second language. The number of English language learners (ELLs) is increasing in the United States in recent decades because of globalization, including immigrants, international students, merchants, refugees, etc. One of ELLs’ main characters is their various cultural backgrounds. Teaching and maintaining a diverse class within a safe learning environment can benefit students both now and in the future. In this case, understanding ELLs’ diverse cultures and knowing how to maintain ELLs’ cultural diversity is a significant consideration in American ESL education nowadays. This study reviews the cultural diversity in American ESL education by analyzing three New York elementary schools. The author summarizes some critical ways to maintain ELLs’ cultural diversity from four aspects: (1) the background of American ESL education and cultural diversity; (2) cultural diversity in school; (3) cultural diversity in family; (4) cultural diversity in communities. Finally, the study indicates the significance of connections among schools, families, and communities and identifies some difficulties when maintaining cultural diversity in education.

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“…The Ecologies of Knowing provides a contextual framework to derive meaning from lived experiences and uncover the manner in which people can be "in rhythm with their multiple ecologies," and collectively, can become "mediating entities" or a "mediating force" that can effect positive change (Guajardo, M., Guajardo, F., Jansen, and Militello, 2016, pp. [28][29]. The Ecologies of Knowing will be used as an analytical framework to derive meaning from "La Casa de Piedra / The Rock House Story."…”

Section: Story Analysis: the Ecologies Of Knowingmentioning

confidence: 99%

“Mi Hija Va a Ser Maestra” Overview of the Auto-Ethnography

Torres

2020

RBJ

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The educator who takes on the task of the principal leader of a campus must be staunchly in touch with the inner self, the source from which they will draw foundational decisions at the most critical of times, when it is imperative that speech and action be aligned with ideals and beliefs (Marzano, Waters, and McNulty, 2005). My doctoral dissertation, an autoethnography that is an illustrative introspective exercise for instructional leaders, is a critical self-reflection that identifies the factors that informed me as a life-long educator and a campus administrator. This article is a window to the content of that dissertation.The manuscript provides legitimacy to testimonio and the concept of story to build relative context and meaning (Ellis, 2004; Guajardo and Guajardo, 2013) between my marginalized childhood in a small Central Texas town and my successful adulthood in the field of educational leadership. The methodology included critical interpretations of the literary selections, utilizing analytical frameworks to derive meaning from the stories. In order to make “personal experience meaningful and cultural experience engaging” (Ellis, Adams and Bochner, 2011, p. 277), I chose to share my story, thus giving agency to critical self-reflection as a discipline in leadership effectiveness.

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Hunger of Memory: The Education of Richard Rodriguez

Cited by 64 publications

References 0 publications

Reconceptualising the Silent Period: Stories of Japanese Students Studying Abroad

Reconceptualising the Silent Period: Stories of Japanese Students Studying Abroad

Ways to Maintain ELLs’ Cultural Diversity in Education - Taking Three New York Elementary Schools as Examples

“Mi Hija Va a Ser Maestra” Overview of the Auto-Ethnography

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