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.