Mini Conference Reflection - Reynierson

Reflections Journal

2012 – 2013 ESOL Endorsement Mini Conference

Review

            As an attendee, I found the mini conference to be a positive experience throughout the day but the panel discussions were the most inspirational and informative component of the mini conference for me.  I had several “ah ha” moments during panel discussions and felt compelled to take notes.  Each speaker was riveting and unique in presentation and information imparted.

Vesna Vujinovic, the Bosnian translator presented first and began by expressing the impact war and persecution including depression and auditory sensitivity could still have on the Bosnian population. She expressed the importance of knowing the effects of a student’s culture on their behavior and learning. Ms. Vujinovic stressed the importance of using interpreters, teaching children to problem solve, and explaining special education services.  In middle and high school, she related her own experience and related the importance of discussing and explaining school activities, monitoring out-of-school activities, and stressing the value of education (especially to the gypsy population). She explained an important difference between Bosnian schools and procedures and American schools.  In Bosnia, monthly school meetings are held and it was her experience the only communication was to report bad news in U.S. schools.  She advised making calls with good news whenever possible.  Ms. Vujinovic wrapped up her presentation by appealing to educators to “use your hearts” and communicate (Vujinovic, 2012).

The second presenter on the panel was Beatrice Uribe who is a Spanish translator for Gwinnett County Schools. She opened her presentation by describing the difference between Latino and Hispanic.  She explained that if an individual speaks Spanish they are Hispanic and if they are from a Latin American country, they are Latinos.  Ms. Uribe expressed the importance of knowing about student’s families, where they come from, and their educational background.  She suggesting talking to students and know who is getting help at home and who isn’t and make sure to adjust homework or any related assignments to be sure a student could complete assignments unaided if needed.  Ms. Uribe also suggested training the parents who need technology assistance, be flexible to parent’s busy work schedules, and be sensitive of tight schedules.  She concluded her presentation by warning conferences members from using siblings as interpreters (Uribe, 2012).

The third presenter was Eunsook Lee, the Korean translator.  She explained that most of the Korean population is from South Korea rather than North Korea citing political circumstances.  Ms. Lee also described the “Goose Family” which is “a family that migrates in search of English-language schooling”(Kaste, 2012).  She also spoke about the work ethic that is demanded of Korean children to meet competition but that discipline is not much of a concern because Korean parents feel that children will grow out of this phase (Lee, 2012). Ms. Lee closed her presentation by giving her cultural tips:

Each child is unique; don’t over generalize                  Bowing or shaking hands is accepted

Don’t use red ink especially writing names                  Eye contact should not be expected

Don’t use automated translation                                    Use of middle finger is OK

Be aware of double meanings                                        Don’t use pointer finger to come closer

Don’t ask negative questions                                         Parents don’t initiate communication

Print all communication letters                                      Elders are respected

No hugging                                                                    Use both hands for taking and receiving 

            The fourth presenter was Yisu Brasel, an elementary school teacher and Chinese translator.  Ms. Brasel explained that most Chinese students in Gwinnett County speak Cantonese rather than Mandarin which is the official language of China. She began by expressing that school functions are confusing for many Chinese families.  She stressed the importance of explaining school functions and a nod does not always mean understanding.  Ms. Brasel explained that the Chinese language does not have tenses or plurals nor “ed’ and that she, he, and it are all expressed by one word and the words the, a, and an do not exist in the Chinese language (Brasel, 2012).   

            And finally, Lan Schlecht presented as the Vietnamese translator.  Having worked with Lan over the past three years, I know what a dedicated and helpful individual she is in her capacity as a translator but as a presenter, I am also impressed.  Lan brought her mother in traditional dress to show the importance the Vietnamese put on showing their best through dress.  She also used technology to show us a video clip about Vietnam. Lan ended her presentation but stressed the importance of not describing students or parents using the word Asian because Asia is a large continent which houses many different countries and cultures (Schlecht, 2012).

Reflect

            As I reflect upon what I learned from the mini conference, the first word that comes to mind is supported; supported by the Gwinnett County School’s interpreter staff.  All panel presenters are passionate about their work, culture, and education and it was apparent during the panel discussion how they want to be positive contributors as stakeholders in our student’s education.  After I asked a question during the panel discussion, Eunsook Lee, the Korean interpreter came up to me after the panel to be sure I understood her response.

I also reflect upon how much information these panel members shared about their culture openly.  Now, when I look at the volunteer base in my school, I understand that some parents may not be present because they are holding down two jobs, have fear of deportation, don’t drive, fear technology, have no credit cards, or are living separated from their immediate family just to educate their children in my school.  Now, armed with this information, I will refine my practices to make all stakeholders contributors in my school.

Refine

            In order to refine my classroom and school environment, I will teach with an open heart as well as eye and mind.  I will refine my parent relationships by sharing how they can be involved in the classroom and school environment by explaining activities in and outside my classroom.  Because a language barrier may be why parents may not volunteer, I will give parents opportunities to build confidence and create opportunities to bring them into the school and make them welcome.  I will initiate an open and consistent communication between school and home providing good information as well as making them aware of any problems. I will partner and work towards hosting workshops, technology nights, or ESOL night.  Successful learning requires an intercultural approach where educators partner with students and parents. Therefore, I want to partner with students and parents to understand their perspectives, how they acquired them, and then be part of their decision to become successful stakeholders in their education, schools and communities.