Anti-Bias Activity: Language Books

Language books are a great way to encourage the use of a student's home language. It also exposes the entire class to new languages and cultures and ways of communicating. Language Books consist of a few images the class's favorite objects. Above the object is the word written in English that describes the object, and below is the word in the home language of a/the student(s). Each home language that is represented in the class should have its own language book.

I chose to do the Language Book activity because I found it to be the most interesting. I think there is a lot of confusion surrounding bilingualism or multilingualism in young children. I have witnessed that many times, parents who speak a different language at home, often feel pressured to encourage their children to only speak English. I would hope that this activity would encourage both parents and students to embrace their multilingual family and see speaking more than just English as an asset, not as a liability. Additionally, I think that all children, regardless of their home language, would benefit from this activity. Language is a great way to show children the differences and similarities cultures have ("We may have different ways of saying "girl," but we all have a word for it!").

Materials needed: 

The materials needed for this project are not extensive. Most, if not all, of the items can already be found in the classroom. No particular color or type of material is needed- students should be able to use their creative skills in choosing their own materials and embellishments.

Yarn
Glue

Magazines

Crayons, Markers, Pencils, etc
Construction Paper 

Hole Punch
Scissors

Optional materials (for variations):
Cell phone, lap top, other recording device
Images from ASL dictionary
Poster board

Description:

First, identify the home languages in the classroom so that you can make a book for each of the home languages that are represented in the class. Ask the students to think of one or two of their favorite things. It can be anything from a dog or cat, to an article of clothing, to their favorite food. Next, ask them to find an image from a magazine of the words they chose or think of how they want to draw it (especially if it cannot be found in the magazine). Have students glue the picture they found onto a piece of construction paper or simply draw the picture, and write the word above the object in English. Then, ask a parent, staff member, or older student to write the word for the object in the child's home language. Lastly, punch holes in the paper and tie them together using the yarn. (Roots and Wings, 198).

After the Language Books are complete, have the class come together in an informal setting. If in a preschool setting, use story time or circle time to show off the Language Books. Read the Language Books one at a time, asking the class for the word in English that describes the object shown. Next, tell them the word in the home language, or give this opportunity to the student(s) whose home language it represents. Students should not feel pressured, but should have the opportunity to show the class their books independently and take pride, not only in the work they created, but in their language, as well.
If in grade school, have the class sit together in small groups or as a large group and do the activity as the whole class. Ask the students to show the class their language books and ask them to say the word in both English and their home language. The activity should not be much different than in a preschool setting, other than there may be more independence from the students and less assistance from the staff. Again, students should not feel pressured, however, they should have the opportunity to show off their work and discuss their home language with their classmates.

Language Books can be added to when new students arrive, or even when a new class arrives. That way, the Language Book will be larger every year when a student uses that home language. Also, it may be beneficial to start off the books before the class takes on the project, especially if only one child in the class uses that particular home language. It is best to have a large book with a great deal of variety in words. That way, the student who uses the home language can feel included and valued, and the rest of the class can be exposed to more of the language.

Variations 

One addition I would recommend would be to create an audio component to go along with the Language Books. Ask students, parents or staff if they would allow you to record them saying the word for the chosen object. This way, teachers can be sure that they are pronouncing the word correctly. It would also be a fun, added component to this project. It engages another sense and will help the children learn the language more easily and quickly.  

A variation I would recommend would be for students whose home language is ASL, or any other form of sign language. Do the activity as described in the first initial steps. Ask a parent, staff, older student what the sign is for the object. Instead of writing the word in the home language, find an image of the sign in an online ASL dictionary. Print out the image, and glue it to the page in an area that you would have written the word in the home language. When presenting the language books to the class, show them the sign instead of verbally teaching them a new word. 

An additional variation on this project would be to create a home language poster. Instead of having one image on a piece of construction paper, have many words and images on a large poster board to display in the classroom. This way, students can see the images and words all day long, instead of just at designated times.

Age Appropriateness:

 This activity is age appropriate for a range of ages. This activity is age appropriate for children in grade school because from the age of five or six, children begin relying on verbal communication to address their wants and needs instead of mostly relying on actions and behaviors to communicate (York, 18). Additionally, at this age, they are aware of stereotypes and belonging to a particular group with consistency (York 21). Doing this activity will give students the opportunity to verbally communicate with the class and discuss their culture, through language, in an age appropriate manner. This activity is also appropriate for younger students because it gives them the opportunity to use both their home language and English. Students should not be discouraged from using their home language in the classroom, in fact, it should be encouraged. At such an age when children can learn language at rapid speeds, they should be able to communicate and use whatever language(s) they can. Children begin noticing differences in people, language and appearance around age three (York, 21). Because they are aware of these linguistic differences, these differences should be discussed. Children should know there is nothing wrong with speaking different languages, and it being multilingual is something to be celebrated.  Educators must show children that there is value in their home languages so that they can develop a better sense of self-worth and self-respect in terms of their cultural and linguistic identity.
Regardless of age, the exposure to different languages will help students be less likely to develop prejudices towards people who speak different languages. Speaking a different language is a very big difference, because it impedes on one's ability to communicate. Differences need to be addressed, especially in a classroom setting, so that prejudices do not begin to form (York, 23). Children will naturally have a preference towards people who are similar to them, and if they are not exposed to different ways of life and different people, prejudices can begin to form (York, 27). By making Language books, children can see that language is just a way to communicate with others and should not be looked down upon. Similarly, children should learn that there is nothing wrong with speaking something that is not the main language because there is nothing to be ashamed of. This activity is age appropriate in that it exposes children to new, different languages and means of communicating, and also gives children the opportunity to take pride in their own language and develop a positive sense of self.  

Anti-Bias Activity Goals 

"Foster positive self-esteem and positive self-concept in children." The main goal of the Language Book activity is to foster a better sense of self and self respect in the students. Students should have a sense of pride in their culture and language, and encouraging students to use their home language and show it to other students will help with this goal. One of the most important aspects of developing a positive self-esteem and positive self-concept is by recognizing and valuing one's own language (York, 138). 

"Provide children with a positive experience exploring similarities and differences." The Language Books do a great job exploring linguistic similarities and differences. Children can easily see the differences in English and the home language featured in the book. They can also compare and contrast the differences in home languages, as well. Do the words sound the same or different? Do they use different letters? etc. Additionally, it is a great way to show children that though we have different words to describe the same thing, it is all just means of communication. This may help children be less afraid of the different languages they may hear; therefore, be less likely to develope prejudices. 

"Increase children's ability to interact, talk and play with people who are different from them." The Language Book activity absolutely meets this goal. By not only exposing children to different languages, but teaching them some basic vocabulary, children will not only learn how to better communicate with others, but have a better respect for the linguistic differences that are present. Additionally, the student whose language the book represents will be able to communicate and talk about their home language in a way the previously may not have been able to.

Theme: 

Communication, Our Class (York, 198).
The biggest theme in this project is communication: How do I communicate? How does my family communicate? How do I communicate with others? This project seeks to improve the students own appreciation for their home language and not feel ashamed or pressured into only speaking English. Students need to know that it is acceptable to use means of communication that are at their disposal and do not need to conform to the discrimination and bias that they may encounter, otherwise. Additionally, the students will have an opportunity to discuss what they like, via their favorite objects, to the class as well as inform other students about their home language. Students will do so in an informal setting so that they do not feel pressured or trivialized speaking in front of the class.

Books to Support Activity:

The several books listed help support this activity by framing what is expected of the Language Books. Children can see how there are multiple languages encompassed in one book and how there can be many words to describe one object. It would be best to introduce this activity with reading bilingual books with the class, so that they can have a better understanding of how the activity should go. It is a great example of how multiple languages can function in one book. 

The first book I would recommend to support this activity is Spicy Hot Colors: Colores Picantes. The book is simply about vibrant colors and on what or who you can find the spicy colors. What makes it great for this activity is that it is in Spanish and English. Above or below the illustrations, there are words in Spanish or English, which allow the reader to immerse themselves in both languages at the same time. The book is geared for readers aged 3-8, which makes it perfectly age appropriate. 

The next book that would support this activity is Row, Row, Row Your Boat: In Mandarin Chinese and English. This book would be a great addition to the activity because it is a book that has the lyrics to the classic song, "Row Row Row Your Boat" in both English and Mandarin Chinese. Teachers can sing on verse of the song in English, then in Mandarin Chinese. That way, all the students know what the song is about, but can try their best to participate in the Mandarin Chinese section if that is not a language they speak. 

Reference List: 

"Goals for Anti-Bias Curriculum" handout
Kubler, Annie.  Row, Row, Row Your Boat: In Mandarin Chinese and English. New York, USA: Mantra Lingua. 2010.
Shahan, Sherry. Spicy Hot Colors: Colores Picantes. Atlanta, USA: August House Publishing. 2007. 

York, Stacey. Roots and Wings.  St. Paul, Minnesota: Red Leaf Press. 

Analysis of Disney's Tarzan

   Disney's 1999 version of Tarzan was one of my favorite movies growing up. I went through a period of two years in which I insisted everyone call me Jane of the Jungle when I was climbing trees. I was hoping that watching this movie as an adult would not ruin the nostalgia for me. As a child, all I wanted to do was travel and explore the world around me. I remember, as I watched this movie, that I wanted to see the jungles in this movie for myself. I know I thought the movie was funny and I liked the songs. Apart from that, I don't remember any specific thoughts or feelings I had while watching the movie.
 
   Tarzan follows a classic Disney plot- child is orphaned due to tragic circumstances and is ostracized as a result. Unlike other Disney movies, in which the main character is treated poorly by other people and forced to overcome the circumstances, Tarzan has no memory of other humans and is raised in the wild. The film glosses over the fact that Tarzan does not feel as if he truly belongs, though he does find solace in a few friends who don't quite fit in, as well. When he's older, Tarzan discovers Jane, Clayton and Jane's father on an expedition in the jungle. He eventually falls in love with Jane and they grow closer and they both learn many things from one another. Eventually, after a series of events, Jane decides to stay in the jungle with Tarzan and they live happily ever after.  
 

   There is no blatant racism in this film. However, there is definitely no diversity or representation of  any race other than Caucasian. Even among the voice actors, there is hardly any diversity. The only actor who is not white had a small role and played an animal, not a human. Additionally, he was a villain, which may promote the idea that people who are not white are not only unimportant, but evil as well. Arguably, a child will most likely not be able to recognize the race of a voice actor, however, it would have been beneficial to include representation of other races, cultures, and ethnicity in the film. The lack of diversity makes it difficult for children who are not white to see the value in their race, ethnicity and uniqueness. 

   There is some sexism in the film, as well. Jane was betrothed to a man she did not want to be and was discouraged from adventuring because she was perceived as weak. In the end, however, she did get to make her own decision and stay in the jungle, however, it was not without much discouragement from the people around her. Though she was portrayed as courageous and adventurous, a definite departure from the classic Disney woman, she still needs to be rescued by Tarzan often. She cannot take care of herself and needs the men in her life to keep her safe. Additionally, the way in which Tarzan was depicted only promotes the over-masculinized view of men. He grunts, and has an insane amount of muscles, and does not display a wide array of emotions. Only depicting a man in such a barbaric way as this can be just as damaging to young boys as only showing women in weak, submissive roles is to girls.

      Tarzan was an instant hit for families across the world, however, not everyone was impressed with the film. Lewis Beale, a journalist for The Spokesman-Review, noted that "movie goers won't see- even though the movie takes place in Africa- any black people (Beale, 1999). He goes on to say that this particular story of Tarzan perpetuates the idea that all of Africa's problems can be solved by a white man. Others have noted that Tarzan may not be as bad as other Disney movies have been, however, it is still far from perfect. Some argue that Tarzan preaches a story of white supremacy to children because of the absence of any other race in the film (Brockus, 2001). 

   All in all, Tarzan is lacking in several areas. There is significantly less sexism in the film, however, Jane is still a damsel in distress in multiple instances throughout the film. There does not appear to be any blatant racism in the film, however, the lack of diversity may suggest the notion that races, other than white, are simply less important. The film is much better than past Disney films, yet it is still lacking in major ways. 

Beale, Lewis. (1999, June 30). "Walt Disney's Tarzan target of many minority complaints." Retrieved from: https://news.google.com/newspapers?nid=1314&dat=19990630&id=6LFhAAAAIBAJ&sjid=MvIDAAAAIBAJ&pg=4835,6827624&hl=en 

Brockus, Susan. (2000). "Where the Magic Lives: Disney's Cultivation, Co-Creation, and Control of America's Cultural Objects."Popular Communication. p. 191-211.

Buck, Chris (Director). Tarzan (motion picture). United States: Walt Disney Studios. 1999.

Don't Call Me Special by Pat Thomas

Don't Call Me Special: A First Look at Disability was written by Pat Thomas, was illustrated by Lesley Harker and was originally published in 2001.

   Don't Call Me Special: A First Look at Disability  is a story about what life is like as a disabled child. It is a book that introduces the complex concept of disabilities in an age appropriate manner. It addresses common misconceptions about disabled children, such as: disabled children cannot play sports, do not like to play with other children, are not very smart and do not have feelings. This book emphasizes the fact that though some children who are disabled may learn differently or need a little extra help with tasks, they can still participate and have fun.  Don't Call Me Special: A First Look at Disability helps children learn that there is nothing wrong with being disabled, and those who are disabled should be treated like anyone else. This book helps eliminate the fear children may have because they do not understand what it means to be disabled.

   This book provides a valuable insight into the lives of children who have disabilities. There are many illustrations showing children in wheelchairs or walkers or braces participating in everyday activities, like playing sports or working in class. The goal of this book is to explore questions and concerns that children may have about disablities. It addresses topics such as what a disability is, why people have disabilities, how and why equipment is used and, above all, that children who are disabled, on the inside, are no different than any other child.

   One of the most important qualities of this book is that it emphasizes the fact that making assumptions about people in general, not just about those who are disabled, can be hurtful, harmful and incorrect. In fact, within the first few pages Thomas (2001) states, "Sometimes, when we see people who are different from us, we assume things about them that are not always true... assuming things about people can hurt their feelings and make them feel very left out" (p. 5-6)

  The language in this book is not only age appropriate, it is informative, as well . Though, it does have words that would not be in the average pre-schooler's vocabulary, it does explain what each word means and gives context. The story is full of historical content and complex ideas that are presented in an engaging way. The book is written in such a straight forward, matter-of-fact way that is very beneficial for young readers. None of the concepts surrounding disability are presented in a convoluted way; questions are answered in a clear manner without providing too much or too little information.

   After applying the techniques listed in "10 Quick Ways to Analyze Children's Books for Racism and Sexism," I feel confident that this book would be a great addition to any child's library. This book does not enforce any stereotypes, in fact, it discourages them. The images of children playing sports feature both boys and girls, which prevents perpetuating the sexist stereotype that girls don't play sports. There are children of many different races featured throughout the book, both as disabled and not, which helps show that all children, regardless of their race and abilities, are relevant in today's society. In addition, the adults illustrated in this book feature "grown ups" of many different races and are shown to have many different careers. This addition, however subtle, enforces the idea that children, no matter what their race or ethnicity or disability, can grow up to be whatever they want- success is not limited to one race or ability. There are no loaded words or language used in this book; in fact, there is a section of this book that addresses words that may be hurtful to disabled people. Thomas (2001) gives a historical perspective on why disabled children are sometimes referred to as "special" and why this word may be hurtful. (p. 13)
 

   Pat Thomas is a trained child therapist turned journalist and writes books for A First Look series. A First Look series introduces children to difficult topics, such as death and divorce, and scary topics, like going to the dentist or being bullied. The aim of this book series is to foster a sense of acceptance and equality and to develop a better sense of self. For this reason, I think Thomas is definitely qualified to write such a book. Don't Call Me Special: A First Look at Disability helps children learn that there is nothing wrong with being disabled, and those who are disabled should be treated like anyone else.

   The children who are disabled are, arguably, outside of mainstream culture. They are most certainly depicted as individuals, capable of achieving whatever they set their mind to. Culture is not outright addressed in this book, though many children of different races and ethnicity are clearly represented throughout the book. The book focuses on differences based on ability, not appearance. There is no apparent tokenism in this book. All children and adults are depicted as individuals, regardless of their race or ability. The narrative and illustrations show that gender, race and abilities are never reasons to discriminate (or leave someone out, in more age appropriate terms). This book encourages children to embrace what makes themselves, and others different and unique.

   Many parents of disabled children agree that this book is incredibly effective in addressing the topic of disability. Easter Seals, a company that provides services for those who are disabled, has a blog in which people can chat about effective ways for furthering inclusion and acceptance of those who are disabled. One parent, Paula Finke (2010), a parent of a disabled child, wrote a review on this book. She said that this book gave an accurate depiction of the lives of disabled children and the discrimination they face (p. 1). She also strongly encourages parents and teachers to read this book because it gives such a great advice on acceptance.

Finke, P. (2010, October 9). Book Review: Don't Call Me Special. Retrieved March 10, 2015.
Honig, Bill. (1998). "10 Quick Ways to Analyze Children's Books for Racism and Sexism."        Sacramento, USA: California State Department of Education.

Thomas, Pat. (2001). Don't Call Me Special: A First Look at Disability. New York, USA: Barron's      Educational Series.