1. African-American Linguists Krishauna Hines-Gaither, Salem College Tamari Jenkins, Chaffey College www.weboaal.com

2. Vision of AAL The vision of AAL is to promote a bilingual society within the African-American community in order to prepare marketable citizens for a global economy. Mission of AAL To accomplish the vision of AAL, our mission is to provide the following… Networking between world language professionals Mentoring for students of world languages Scholarships for students of world languages World language resources and education for the parents & youth of our communities

3. AAL Membership Membership to AAL is open to educators, professionals, missionaries, clergy, public service workers, students, and all others {of any ethnicity} who share our vision. AAL membership includes residents in 18 states, Canada, and counting! ◦ $20 College Student Membership ◦ $30 Professional/General/Non-student Membership ◦ $40 International Resident Membership

4. Benefits of Membership Membership: 80+ members, 17 states Networking with other professionals and organizations. FLANC, CLA Listserve, networking opportunities Annual meeting at the ACTFL conference Resources; Comprehensive Website (2009 Best of Mississippi, Aurora Fieng-Vaughn) Quarterly newsletter Annual scholarship of $1,000 Rhoda Joseph Scholarship of $500 Claytor Chinese Scholarship $5,000

5. Goals for 2009 Partnerships/Collaborations (FLANC, CLA, AAS-SIG) Afro-Hispanic/Francophone Presentations Advocacy (State Organizations) Research

6. 2011 AAL Scholarship Recipients Annual AAL Scholarship $1,600 Rhoda Joseph Scholarship $500 Charnell Chasten NC A&T State University Major: Chemistry; Minor: Spanish Scholarship Award: $ 1,000 Ebony Mingo Howard University Major: German Scholarship Award: $500

7. Engaging African-American Students A hands-on approach Horario/Horaire Student engagement (engaging, accessible, connected, & “relevant”) Relationship building Designing an inclusive curriculum (writers, historical figures, film, music, spirituality, etc) Engaging & showcasing the community (local & global)

8. What can we do to cause our students to go from this to this? What does the first day of class look like? Walk me through it. First Semester Video

9. Classrooms/ Instruction a. engaging b. accessible c. connected d. relevant What can I do, I am only one person?(strength & limitation) Cassandra Glenn, Phd Candidate University of Minnesota

10. Engaging African-American Language Learners Communicative Strategies Engaging African-American Language Learners Communicative Strategies Learn to pronounce every student’s name correctly. (Allyah not Ally, Martinique not Marty) “Name game” “Cell phone game” “Don’t say yes or no” “Don’t say um” “Call and Response”

11. Engaging African-American Language Learners Relationship Building Globalization Activity (Mt. Tabor) Meet & Greet Self-Assessment: GlogGlog Know when to refer & have a plan in place: Power of collaboration Lessen dependence on me as teacher (pairs, facilitators, top down, scaffolding etc) Shane1989.glogster.com/mi-familia/

12. Meet & Greet Es la mayor de el/la familia Oldest of the family Est l ’ ain é de la famile Es hija ú nica Only child Est enfant unique Es de primer a ñ o Freshman Dans sa premi è re ann é a L ’ universit é Es de Virginia Is from Virginia Est de Virginie Tiene 16 a ñ os Is 16 years old A 16 ans Tiene 4-5 hermanos Has 4-5 siblings A 4-5 fr è res et soeurs Trabaja en el centro comercial Works at the mall Travaille dans un centre commercial/ centre d ’ achats Es la menor de la familia Youngest of the family Est le Benjamin de la famille Va a la iglesia regularmente Goes to church regularly Va a l ’é lise r é gulierement Toca un instrumento musical Plays instrument Joue un instrument musicale Est á en un conjunto musical/coro In a band Est dans un orchestra ou dans une chorale Trabaja en un restaurante Works in a restaurant Travaille dans un restaurant Es de tercer a ñ o Is a junior Est dans sa trosi è me ann é a L ’ universit é Le gustan las matem á ticas Likes math Aime les math é matiques Juega un deporte Plays a sport Joue un sports Quiere ser maestro/o Wants to be a teacher Veut etre un enseignant Baila muy bien Dances well Danse tr è s bien Canta muy bien Sings well Chante tr è s bien Va a la discoteca regularmente Goes to dance clubs regularly Va au discotheque reguli è rement Tiene novio/a Has a boyfriend/ girlfriend A un petit copain

13. Engaging African-American Language Learners Designing an inclusive curriculum (writers, historical figures, film, music, spirituality, classroom images, etc) First impressions: Who/what does classroom design represent? Examine why, and if, the curriculum is (un)inclusive. Banking method (Paulo Freire). Subject vs. Object.

14. “To teach you, I must know you.” Alaskan Proverb

15. Let students into your world (to the extent to which you are comfortable) Teach students, not subjects.

16. How far can you let students into your world?

17. Teach to your personality

18. Paul C. Gorski: Founder of EdChange.org & Professor at George Mason University “I will affirm & model an appreciation for all forms of intelligence & the wide variety of ways students illustrate understanding & mastery.” Paul C. Gorski (EdChange) "I pray for all of us the strength to teach our [students] what they must learn, and the humility and wisdom to learn from them so that we might better teach." Lisa Delpit

19. Stand & Deliver What are the conflicts? What is the school´s culture? What are the perceptions? How does Escalante transcend the differences? Stand & Deliver Video

20. Engaging, Accessible, Connected, & Relevant One of the most memorable Afro-Hispanic presentations I gave was to the classroom of Tamara Hughes in the Forsyth County School District. At the end of the presentation, I asked, “Are there any questions or comments?” After a slight delay and some prompting, a brave white male student responded, “I feel like I have been learning the same history for years. Social Studies is one of my least favorite subjects. If I could learn stuff like what you are teaching, I would love Social Studies.” His comments were the foundation for the dialogue that followed. Next, a student from El Salvador responded, “Living in the United States, I do not know very much history about my country, through your presentation I learned a lot. I wish that I could learn more about my culture in school.” Finally, an African-American student responded, “Although I have friends who are white and who are Hispanic, we know very little about each other’s culture and history.”

21. Negro; negrito (Black) Moreno (Dark skinned; Black) Costeño (From the coast) Trigueño (Color of wheat; Trigo) Mulato (Light skinned Black) Zambo (Mixed Indian & Black) Lobo (Black; Wolf) Palenquero (Savage, Creole language, from Palenque of Colombia) Isleño (from the islands)

22. Krishauna Hines-Gaither, Salem College www.weboaal.com Afro-Hispanic Cultural Heritage Afro-Colombian Video

23. 84% 62% 19% 85% 98% 95% 12.8%

25. Winston Salem, NC Mexican family from Costa Chica, Guerrero residing in Winston Salem

26. Engaging African-American Language Learners Engaging & showcasing the community & culture (local & global) Seek multiple perspectives (Dr. Angelou; Classics) Engage the community (who does it encompass) Incorporate pop culture Know your limitations Extra Credit “Find me in the community…” Invite speakers & share invitation process with students.

27. It takes a village… If you don't have a village, build one (start within your school).

28. Spirituality (related to all disciplines) Christianity/ Catholicism, Judaism, Islam Santería: Cuba, Puerto Rico, Panamá Shango: Trinidad & Tobago, Venezuela & Brazil Rastafarianism: Jamaica & Caribbean Church visits/lessons

29. The Color of Language! The Power of Imagination “It will be argued as well that children who have been provoked to reach beyond themselves, to wonder, to imagine, to pose their own questions are the ones most likely to learn to learn.” Maxine Greene Idioms & Expressions: Include them! Stop signifying (Creativity) ¨He puts his pants on one leg at a time just like John does.¨ ¨I gotta go see a man about a mule.¨ ¨You´ll eat it before it eats you.¨ ¨If you like it, I love it.¨ ¨I can do bad all by myself.”

30. Ron Clark Academy-Atlanta (1:28) Rap--Stylized poetry How is the Clip engaging accessible connected relevant

31. Modeling an appreciation for all forms of intelligence and the wide variety of ways students illustrate understanding and mastery. Election Video

32. Montreal, Quebec Use pop culture to ¨bring it home¨ Actor Politician Sportsman/Woman Reporter/talk show host Author Singer Dancer Member of the Community (school)

33. Harry Potter meets Twilight Barnhardt Video

34. Connect Students to the World Havana, Cuba Globalization Activity

35. Paris, France

36. Qu’est-ce qu’ils ont en commun?

37. “Engaging, Accessible, & Connected” (Relevant) Famous African Americans Occupation Why are they famous? Language(s) MasteredAssociated Discipline Bessie Coleman First Black woman to receive pilot’s license FrenchScience, Math, History Louise Howard Latimer Inventor, Assistant to A. G. Bell German, FrenchScience Carter G. Woodson Historian, Founder of Negro History Week (later BHM) FrenchHistory W.E. B. DuBois (Mosely painting) First Black man to receive PhD from Harvard, writer, activist, historian FrenchHistory Condoleeza Rice Politician, Former Secretary of State Russian, Spanish, FrenchPolitical Science, U.S. History Maya Angelou Writer, Educator, Activist French, Spanish, Fanti, Italian, ArabicEnglish James Baldwin Writer, Activist FrenchEnglish Paul Robeson (Lankford/Barnhardt skit) Actor Conversant in over 20 languages, Arabic, Chinese, Russian, Spanish Theater Arts Tony Parker Athlete FrenchAthletics Kobe Bryant Athlete ItalianAthletics

38. Engaging the family! Most parents are concerned about their children's well-being. If they are not, might there be complex circumstances? Daniel G. Solorzano and Tara J. Yosso (2001), wrote, “[My parents] were ‘involved’ in many ways undefined and unrecognized by the schools.” First contacts What does “involvement,” “support,”or “engagement” look like? Who encompasses the family/community? Be careful with assumptions and even unmerited credit (parental involvement, reading, etc). Consider the family’s history and comfort with school culture. Make family involvement “engaging, accessible, connected, and relevant” (What is the purpose of having the parent/family in the classroom? What role will they serve? How can their skills and talents be utilized best?

39. Revisioning Hard issues, Heart answers Build networks with teachers including those who are different from you. ◦ Dynamics of power (Who do you call on most often & why? With whom are you most comfortable and why? Who are your top students and why? Do you encourage students to problem-solve or do you give them the answer?) Paul Gorski Demonstrate a standard of excellence (Have a daily outline visible for students) Consider Equity vs. Equality Management from a cultural perspective Role of authority & presence from a cultural perspective Rolling with hot moments & sticky situations (For a northerner…) Be aware of your hot buttons & triggers Preparing underprepared students Be visible in the community Know when to refer hard issues to experts or to more capable peers.

40. Hopefully this presentation will assist both teachers and students to go from disengagement to enchantment. Krishauna Hines-Gaither, Salem College Tamari Jenkins, Chaffey College www.weboaal.com www.weboaal.com