Building Cross-Cultural Connections in Two Languages

Building Cross-Cultural Connections in Two Languages

>>Catherine: Johnsy-Haines Elementary
School is the only Chicago Public School here in Chinatown. Our demographics is about
82 percent Asian and about 16 percent African-American. Thirty percent of the students
are just coming here from China.>>Jeannine: The dual-language program
is about bringing the cultures together, so it’s the exchange of two
teachers, one Regular Ed teacher and then one Bilingual teacher.>>Catherine: We thought of a
way for our Bilingual teachers to teach our General Education
students some basic Mandarin words, whether it’s the days of the
week, whether it’s the numbers, and we also felt like the
General Ed teacher could assist with the oral language for
our bilingual students.>>Jeannine: Hi, you guys!>>Wanzhi: Miss Woods come to our class, she teach us how to say
a lot of English.>>Jeannine: It brings them a
different style of talking. This gives them the opportunity
to hear other accents, to understand the language
a little bit better.>>Katie: My favorite part is she
made up a fun game for us to play.>>Jeannine: So there are
some cards on the floor.>>The first activity
today was a memory game. We were learning about action verbs.>>I’m going to say the word and
then you guys are going to try to find the word on the floor.>>Jump, go~ [bell dings] Jump~~ Jump~~>>Student: I found jump*>>Jeannine: Good job*>>If they found it, they would have to
say and then they would do the action.>>So go ahead and jump! Okay, next word, “run.”>>Wanzhi: When Miss Woods say
the words, we pick the cards up, now I know all the action words.>>Jeannine: Run, everybody run in place*>>So the second activity I
did was I read them a book.>>Katie: When she finished
reading the book, she want us to tell her
the verbs in the book.>>Boy: Cook.>>Jeannine: Cook, very good,
what were they cooking?>>Boy: Pancakes.>>Jeannine: Pancakes, what else
were they doing with the pancakes?>>Boy: Flipping.>>Jeannine: The Bilingual teacher
and myself, we work together. Whatever activities that we’re doing for that week is aligned
with the curriculum.>>Yan Hong: We have a unit we
teach animal in our reading lesson, and we went to the zoo to
study different animals, and I incorporate that into my lesson. [ class speaking Mandarin ]>>Janice: I think the part of
the class is singing the songs. When I sing song, it help me
learn what the words are about.>>Mazimus: The rabbit song is about
a rabbit hopping and eating carrots. [ class singing in Mandarin ]>>Yan Hong: Very good, very
good, you may sit down. [in Mandarin]>>Yan Hong: After that, I teach
them the different part of the body.>>Student: We learned how
to write them in Chinese.>>So the Chinese character looks like
a picture, this is called, they call~~>>Class: Call~>>Yan Hong: [in Mandarin]>>Yan Hong: I have a little
book, and they have the English and they have the shape of the mouth,
and then they have the writing, the direction to teach
them how to write.>>Yan Hong: Really good, okay, good job!>>Yan Hong: Because of
the dual language program, the children learn the
different language and then experience a different
culture, so I know that my students that they have more opportunity
to learn in a different way.>>Jeannine: A lot of students,
this may be their first exposure to different races, or
different cultures. They get a sense of, “Yeah,
you may look different, or you may do this differently, but I
want to learn more about your culture.” It’s a lot of fun. My students really enjoy
the whole program.>>Class: Jump rope.

Author: Kennedi Daugherty

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