Survey: "A Long Way Gone"

The survey revealed A Long Way Gone as the most popular book. Avid readers already mentioned Twilight and Harry Potter and few others. However, reluctant readers only mentioned just this one book. These are students who wouldn’t bother going to any library or bookstore. I knew them very well but I underestimated the effect of a ‘right’ book. I thought some of these students were not willing to view themselves as readers and some of them often already explicitly expressed, “I don’t like reading.”

My classroom is filled with books left behind by a former Language Arts teacher. I left Gallaudet University for a high school teaching position and I wasn’t really paying attention to the idea of ‘young adult literature.’ Too many of my classroom books have adult protagonists.

I bought Speak, written by Laurie Halse Anderson because I wanted to start a collection of young adult literature for my classroom. My older sister, also a reluctant reader, stopped by for a visit and saw this book on the kitchen table. I watched and waited for few minutes because she normally will quit reading after a page or two. However, she continued reading and made some positive comments. She asked if she could borrow and read it. I was so thrilled to see such a quality selection that has appealed her.

I am beginning to understand how my students would respond better with adolescent protagonists. I started exploring some similar selections that they would want to respond, There’s one interesting website Penguin dedicated for young adults: http://www.pointofviewbooks.com/.

I reviewed the questioning technique in the textbook and I decided to modify my questioning approach. Since these reluctant readers often struggle with comprehension breakdowns, I often posed questions to check comprehension. I decided to try using reader-response approach and they asked, “Are you asking me for my opinions?” I was a bit worried that they would take advantage writing their opinions without really clarifying what they read. So I decided to ask them to support their responses with some ideas from the book. They got busy thinking about their responses while they worked together to clarify what they read so they can write more meaningfully. Two students came to me and they said they liked with the way I adjusted my questioning approach.

The Bluest Eyes by Toni Morrison

The Bluest Eyes by Toni Morrison

I selected Toni Morrison’s 1970 novel, The Bluest Eye because I was curious why it has sparked the censorship debate. Toni Morrison’s novel is so rich with implied meanings that my first reading only glimpsed its depth. Moreover, my initial impressions naturally were based on sensorial impressions. The experiences of sight, sound, taste, feel and smell, which Morrison skillfully recreates through her characters in her novel, elicit strong emotional responses. Particularly with explicit details, a would-be censor can react as ‘too graphic.’ Actually, I felt self-conscious as if a would-be censor was looking over my shoulder when I could identify controversial passages. I decided to reread and explore thematic meanings, from a teacher’s point of view.

Morrison, through the eyes of her characters, explores the dark side of the Black experience during World War II era. Preteen African-American female protagonists bear witness to the devastating effects of racism and sexism. Peroca, a major character, adores the blue-eyed Barbie, which is the white culture’s ideal of beauty. She internalizes the society’s hatred of her dark color as ‘ugliness,’ and her self-rejection intensifies, as she ardently desires blue eyes. Her dehumanizing experience becomes more complicated when her father rapes and impregnates her. She ends up ostracized from her Black community.

According to Werrlein, Morrison creates distinctive female African-American voices through her characters. These characters encourage readers not to condemn the Black children but think critically how their families and the nation created their misery. Trapped within a Black character, Pecola’s preteen voice suggests an innocent desire to be a beautiful child but her family and the racist society have shaped her ugliness. Pecola still idolizes Shirley Temple, the Hollywood ideal of innocence and beauty, and she silently becomes victimized with her internalized racial hatred. A separate African-American voice is expressed through Claudia, a character that survives through resistance. The contrasting voices challenge readers’ preconceived notions of innocence. In effect, Morrison uses their voices to raise critical questions about the reality of innocence.

Elizabeth Becker believes that teaching The Bluest Eyes helps high school students connect literary characters to their lives. Powerful, emotional scenes can elicit their responses to racism and sexual abuse. Then, she guides these students to appreciate Morrison’s use of her literary work to raise awareness that hatred and sexual abuse are not inborn human tendencies. In The Bluest Eyes, Pauline and Cholly are Pecola’s parents and their behaviors are learned through harsh environments imposed by the racial society. They eventually commit child neglect and abuse. Through reading, the students understand that when no one cares enough to prevent them learning to hate and abuse their own people, the cycle of hatred and abuse continues.

Amy Garret, a high school teacher, also believes that this novel is an important literary work worth exposing to her students even though a parent can find it too graphic. She suggests that a teacher can plan carefully for insightful classroom discussion, which leads to positive results. Students may experience disgust, anger, or sadness when they read about a particular group of Americans, however, the novel can initiate discussion about child abuse affecting all not just African-American females.

Both teachers share the similar purpose of teaching the novel: they want their high school readers exposed to the hatred and abuse so they can prevent them in their own lives. They can make connections to Pauline and Cholly as human beings whose learned behaviors make Pecola a victim. They can understand why some human beings commit abuses and how these actions can be prevented from happening again. If these issues are not addressed, then who will? Like those teachers have accomplished, a classroom can be a place where adolescents think critically about these issues through reading a literary work, even including Morrison’s The Bluest Eyes.

Movie assignment: "Balzac and the Little Chinese Seamstress"

I have taught international students for 10 years in Gallaudet University. Young adults, from various cultures, shared their selections of foreign films. They could build bridges with their universal human experience. Based on this experience, I decided to explore an alternative movie selection for adolescents.

“Balzac and the Little Chinese Seamstress” is a foreign movie based on Dai Sijie’s experience in Maoist China during the early 70’s. Two teenage best friends, victimized by China’s cultural revolution, were sent to a remote village for their re-education. They were captivated with a local female beauty. Although these Chinese characters may appear exotic compared to typical American characters in other films, the movie’s aesthetic appeal of their youth and sublime beauty still can impress any adolescents, regardless of their cultural backgrounds.

Practically almost all adult movies have, at least, a brief romantic moment because everyone needs some love. In an adolescent movie, love is a more alluring emotion due to its innocence. The serene, natural and mountainous backdrop in “Balzac and the Little Chinese Seamstress” enhances the romantic mood of adolescents falling in love. Adolescents can relate to these characters’ mysterious pangs of emotions, in which they wonder whether these feelings consist of true love.

Little Seamstress, the daughter of the tailor, has enjoyed her childlike bliss in the mountains since her birth. The city boys decided to cure her ignorance by teaching her how to read literary selections, which were forbidden in China. Her newfound joy of reading created a dynamic mix of boys’ love for her and their shared love of literature. Little Seamstress matured as a promising lady who sought to broaden her horizons. The boys were surprised when she wanted leave them behind, traveling on her own.

Adolescents who enjoy reading can reflect on Nabokov’s perspective that “readers were born free and ought to remain free.” Little Seamstress freed herself from the communist ideology after she unfolded herself a reader, discovering her inherent nature of intellectual freedom.

Many adolescents would probably prefer more exciting movies, such as “New Moon”, to suit their movie-going pleasure. However, some of them can try watching “Balzac and the Little Chinese Seamstress” and enjoy their meaningful connections with the youthful characters.

Assignment 4: Newbery Book

One student pointed Crispin: The Cross of Lead and she said it was a good book. I had a collection of Newbery Medal books and I haven’t read this one. I decided to read it so I could share my reading experience with her.

The novel begins with the protagonist identified as Asta’s son. Abandoned by his mother’s death, he flees when Aycliffe, the servant Lord Furnival decides to have him killed. During his escape, he bumps into Bear, the mysterious juggler who helps him to investigate his true identity. Asia’s son finds himself called Crispin and he begins exploring new ideas of freedom and his God-given destiny. Crispin eventually identifies himself as a son of Lord Furnival, who has died, leaving his servant in charge of his estate. He ultimately confronts Aycliffe. The novel ends with Crispin’s new life as a free man.

Why is that character acting like that?

With a loss of family history, he has so many questions centering his life. He wants to know who he is and why he feels trapped with his own history. Bear tells him that it is better to live by questions than by answers.

Where is the author going with this?

The author uses the character to illustrate historical truths. People, like Crispin, were forced to accept their fates as serfs. They must serve powerful lords who owned the land and abused their rights. Bear doesn’t just encourage Crispin to know his blood lineage but to question whether his people should lower themselves as servants.

Has something similar happened to me? (T-S)

My conflict with educational decision-makers is similar to Crispin’s rejection of his fate as a serf. I lived during the era that Deaf or hard of hearing children must conform to the ideal of normalcy in the society. By questioning their educational goals, I exercised my rights for self-determination to live the way I want.

Have I read a book that deals with some of the same issues? (T-T)

The Awakening. The female protagonist questions herself as a woman within a male-dominated society that attempts to define her womanhood.

Is there something on a more global scale happening like this? (T-W)

Sexual trafficking. Young people were duped into thinking that they would have better lives when they were offered career opportunities in America or in other prosperous nations. There are some stories of sex slaves who questioned their fates and exercised their self-determination rights.

Perhaps there is language in the book that is particularly descriptive or interesting.

“But this cross—“ I began.

He cut me off. “I know what it is. It’s made of lead. Made in countless numbers during the Great Death. Never blessed, they were given to the dying as false comfort. They’re as common as leaves and just as sacred.

“Crispin, as Jesus is my witness, churches, priests—they’re all unneeded. The only cross you need is the one in your heart.”

I like the way Avi uses leaves for his simile. It helps to illustrate how widespread the dying was. Also, it suggests the pervasive mood of the ‘Great Death.’ He contrasts his simile with a metaphor: the cross in Crispin’s heart. By using a simile and a metaphor, Avi contrasts hopelessness with hope. I find this an interesting passage.

Assignment 2: What is an adolescent anyway?

I raised three adolescents as a single father during the 80’s. Now I am raising two more adolescents. The two chapters didn’t change my mind due to my experience in raising adolescents. However, these chapters made me reflect more of what an adolescent really is.

I have observed adolescents for few years in high school and some of them have struggled with their personality traits they have no control over. Self-acceptance seemed to be one of the primary issues with adolescents. For others, they seemed so happy with their own personalities but with the prospect of making wrong choices, their happiness appeared so fragile. Sometimes, I feel that they need more than learning academic or career-related content. They needed opportunities to explore their potential in character making that can define who they are and how they want to live. Literature provides avenues for them to explore how characters, like themselves, make choices and create circumstances that they may have to live with. Adolescent literature, to me, is not just another academic course, but a safe place for adolescents to appreciate their incredible power in shaping their own lives.

Assignment 2: Definition

Adolescent is an exciting, dynamic chapter of life, in part prewritten and in part unwritten, a mix of fixed personality traits and freedom in character making.

YAL Autobiography

YAL Autobiography

I was like a mouse in The Tale of Despereaux. In this story, Despereaux had unusually large ears that attracted attention and his brother tried to teach him how to behave like a mouse by nibbling a page of an open book. But Despereaux stood on the top of the book and he discovered how sweet the words sounded. He could read. Similarly, I attracted attention as an Easter Seal poster child with the hearing aids protruding from my ears. I looked at the newspaper clippings and I knew what Easter Seal represented: my bionic ears. Educators had a mission to use technology to normalize my life. Little did they appreciate that I already was a fluent reader.

My mother didn’t say much about my emergent literacy because she didn’t know what to do with me. Since she didn’t know any sign language, she didn’t understand how she could read me books. All I could remember was the books scattered on the living room floor and my mother could only observe me picking up one of them. I could sit quietly and focus on the string of words, patiently waiting for a silent voice to start reciting a fairy tale. I had a glimmering awareness that I could read. I felt as if I was a kernel within and the books were the nurturing water, provided by my mother. I just sprouted an avid reader. I was grateful that my intuitive mother decided to provide me a print-rich environment.

My outside world of 60’s was the life, liberty, and pursuit of happiness for the normal citizens. There were no wheelchair parking lots, no closed-captioned T.V. shows, nor guide dogs for the blind in restaurants. Stokoe already published a groundbreaking study of American Sign Language (ASL) that meets all linguistic parameters that qualify as equally developed language as English; yet, my status as a speaker of sign language was regarded inferior as much as the color of African-American citizens was in the southern states. Fortunately, I empowered my inner life by reading some books before I was enrolled to a residential school. I remembered my ears muffled by the cold, stiff rubber headphones and the emitting voice intruded my private space. I turned my attention to the teacher with her lips close to the microphone and I realized that the silent voices from the books were preferable if I wanted to continue learning English.

My annual standardized test scores, posted on the 5^th grade classroom wall, clearly revealed that I was doing so well. I was still an obedient school kid with my bulky hearing aid strapped like a bra on the front of my shirt and whenever I needed to go to the restroom, I was expected to pronounce clearly but painstakingly, “May I go to the bathroom, please?” I delighted my teachers when my voice sounded so lovingly human; yet, I pleased myself more by reading some more good books. They never realized that I kept track of a limited number of words they wanted me to pronounce while I knew I have absorbed a much larger number of words through reading. Eventually, I found myself less receptive to my teachers’ praises for my oral proficiency.

One day at a designated camp, I was excited to meet other middle-school campers who could share ASL jokes, storytelling, and poetry, which were part of our ASL literature. To adult campers, I was only there for special education. A volunteer college student was trying to show me how to pronounce specific sounds. I was intrigued with her enthusiastic interest with my tongue, as if I was her preferred circus performer. She struggled teaching me the difference between the “g” and “k” by modeling her slow-moving tongue. After few failed attempts, I misinterpreted her exasperated look because I thought she was walking away, but she returned more determined. She was carrying a bulky textbook, bookmarked with a specific page. She opened and pointed to a passage where I could read technical descriptions on how the “g” sound is produced. I looked at her and pronounced the sound she wanted. She looked surprised and she started talking to everyone around. I thought she was impressed how well I could read. However, she brought along her audience and when she asked me to pronounce the same sound, I turned out to be her tame lion performer, demonstrating the same stunt she felt proud of.

My adolescence was like a soft piece of modeling clay soon to be baked into a permanent self-image. I wrestled my life to break free from the society’s molding hands. Particularly, my father, annoyed with my rebellious ears, once demanded, “Where are your hearing aids?” I proudly showed off my straight A’s report card, asking him why should I bother wearing them. My mother chuckled quietly. I owned myself, including my ears. I chose to wear soft-padded headphones only to listen the 70’s rock music. Whenever I yearned for some meaningful English, I read. My mother could only buy phonographic records as well as books because she wanted to be a mother that I could come to.

My diminished interest in reading was a temporary phase during the last two years of High School. I grew more silent, asserting my self-image that I was different, but not deficient. My speech therapist found me pleasantly rebellious and she left me alone. The only thing that kept reminding me of English was my strict grammarian. I had the same English teacher for four straight years and his classroom instruction primarily consisted of grammar drills. I felt as if he tried to overcompensate my loss of spoken English. At home, my father was disconcerted when I expressed sign language to his guests. I wanted them to know me as myself, not as his son that sounded normal. While he kept demanding me to practice using my voice, my mother maintained her compassionate silence. She decided to loan me her favorite book, Shogun. This was one great book I will never forget.

During my final year in High School, I had a new reading teacher who inspired my greater love for literature. She had the unforgettable color of hair. I did not exactly look at her reddish shade but it was the way her hair shook enthusiastically when she read aloud her literary selections. She breathed life into characters and I kept coming back sharing my reading experiences. She had a tremendous impact on my career as a reading teacher.

During my college days in California State University, Northridge (CSUN), I had a professor’s assistant working with me. She was a retired High School English instructor and her elderly image gave me a false impression that she was an old-fashioned grammarian. I dreaded slightly to follow her to a trailer, an isolated writing lab with just one table and a wide blackboard. However, I didn’t see any workbooks, drill sheets, or anything that suggested tedious coursework. She just nudged me to start revising my paper and she laughed heartily at the way I kept on revising. I was a bit worried with her attitude. Then, she brought a book and showed me her favorite passage. She looked at me for a moment and asked, “Isn’t English beautiful?” I smiled. I realized she only wanted me to encourage my positive attitude toward writing.

Only recently, I stopped by my mother’s place. I walked into her room with the Barnes Noble paper bag. She got excited before she knew what titles I bought for her. Her joy of reading was an antidote to her fear of encroaching multiple sclerosis that can lead her to a bedridden life. I showed pictures of her great-grandchild holding a book and we chatted about the books I saw scattered on her shelf. Before I left, I saw her pulling out The Kite Runner from the paper sack. When I returned for another visit, she had The Kite Runner close by. She told me that it was a good book and held it out to me. It was hers but I understood her gesture: she wanted me to share the joy of reading with others. She has been reading all books I taught in my classes and she appreciated my life as a reading teacher, beyond being her well-read son.

Hello fellow bloggers,

I teach high school students who read at as low as 1^st grade level. A number of adolescent students fell through cracks in a variety of educational settings and they are conveniently labeled as ‘hearing-impaired’ and they bear the brunt of burden for their failure. My job is to help them become more confident readers, particularly as adolescents without demeaning schoolwork.

I have a group of adolescents who are placed in my classroom and their reading levels are at least 6 years below the Oregon standards and we are working together to remain optimistic with what we can do. They see themselves as trees that may appear the same in few months yet they know they are growing.

I also have a fascinating group of deaf but avid readers. They can opt to go to any public school with sign language interpreters, but they choose to come to our school so their vivacious hands can freely share their intellectually and emotionally rewarding reading experiences. (They speak in American Sign Language, ASL.)

I am their teacher who strives to understand who they are and where they come from. Now, my new chapter in life is blogging, a totally new world for me.

See you then,

RJ