Cover image for Tongue-tied : the lives of multilingual children in public education
Title:
Tongue-tied : the lives of multilingual children in public education
Author:
Santa Ana, Otto, 1954-
Publication Information:
Lanham : Rowman & Littlefield Publishers, [2004]

©2004
Physical Description:
xviii, 311 pages : illustrations ; 24 cm
Language:
English
Added Author:
ISBN:
9780742523821

9780742523838
Format :
Book

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LC3731 .T65 2004 Adult Non-Fiction Non-Fiction Area
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Summary

Summary

Tongue-Tied is an anthology that gives voice to millions of people who, on a daily basis, are denied the opportunity to speak in their own language. First-person accounts by Amy Tan, Sherman Alexie, bell hooks, Richard Rodriguez, Maxine Hong Kingston, and many other authors open windows into the lives of linguistic minority students and their experience in coping in school and beyond. Selections from these writers are presented along with accessible, abridged scholarly articles that assess the impact of language policies on the experiences and life opportunities of minority-language students. Vivid and unforgettable, the readings in Tongue-Tied are ideal for teaching and learning about American education and for spurring informed debate about the many factors that affect students and their lives.


Author Notes

Otto Santa Ana, associate professor and founding member of the Cesar Chavez Center for Chicana and Chicano Studies at UCLA


Reviews 2

Library Journal Review

This collection of first-person accounts by Amy Tan, David Sedaris, Sherman Alexie, bell hooks, Richard Rodriguez, and Maxine Hong Kingston, among others, opens windows into the lives of linguistic-minority students and their experiences in school and beyond. These contributors attempt to open up people's hearts by way of literature in an anthology that gives voice to millions of people who, on a daily basis, are denied the opportunity to speak in their own language. Sociolinguist Santa Ana (associate professor and founding member, Cesar Chavez Ctr. for Chicana and Chicano Studies, UCLA) brings together voices of more than 30 authors who were once minority-language students in essays, novels, and poems. He adds to the mix with accessible, abridged scholarly articles that assess the impact of language policies on the experiences and life opportunities of minority-language students. The voices here resonate for those who are still quiet. The readings are ideal for learning about U.S. education and for spurring informed debate about the many factors that affect students and their lives. Recommended for academic libraries and large public libraries.-Samuel T. Huang, Univ. of Arizona Libs., Tucson (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.


Choice Review

In this anthology of essays, poems, and excerpts from research, limited English proficient and non-standard English speaking, immigrant, Latino, Native American, Asian American, and African American students speak about their experiences in US schools. The volume was conceived by students and faculty at UCLA, who sought to move beyond the political slogans and manifestos surrounding California's proposition 227, an initiative that ended bilingual education in many California schools in 1997. The editor draws these voices together with a discussion of research on bilingualism, language policy, and bilingual curriculum and pedagogy. Section 1 includes poems and essays by Sherman Alexie, Antonia Caste^D nada, and Maxine Hong Kingston. Section 2 offers a 300-year time line of key events, court decisions, and legislation that have affected language minority students. The next 3 sections include excerpts from research in applied linguistics and bilingual education as well as childhood memories of Amy Tan, Michael Awkward, and Jimmy Santiago Baca. The concluding chapter consists of the social commentaries of language minority children. This volume successfully addresses students, parents, and teachers of language minority students. Tongue Tied voices a compelling demand for the linguistic rights of all language minority children in US schools. ^BSumming Up: Highly recommended. Upper-division undergraduates and above. L. Lockard Northern Arizona University


Table of Contents

Ofelia ZepedaErika VillegasOtto Santa AnaCarole Yazzie-ShawKit Yuen QuanJoe NietoMaria Mazziotti GillanLuis RodriguezEva HoffmanPhil GeorgeMargaret MontoyaRichard RodriguezSimon OrtizCarole Yazzie-ShawSherman AlexieDelphine Red ShirtPaula Gunn AllenAntonia CastanedaArmand Garnet RuffoDavid SedarisJulia KristevaJuanita M. SanchezMaxine Hong KingstonGuadalupe ValdesHerbert KohlRichard Valencia and Daniel SolorzanoWilliam LabovLuis Moll and Norma GonzalezAlberto Alvaro RiosPat MoraJimmy Santiago BacaAmy TanDelphine Red ShirtPat MoraNana VearyJose Antonio BurciagaRhina EspaillatJose Antonio BurciagaMichael AwkwardDaniel Solorzano and Ronald SolorzanoTamara Lucas and Rosemary Henze and Ruben DonatoCatherine SnowVirginia CollierJohn RickfordLisa DelpitBenjamin Alire SaenzBell HooksJanet Campbell HaleGloria AnzalduaLouise ErdrichMichele M. SerrosGloria AnzalduaRosario MoralesEva HoffmanBenjamin Alire SaenzAbby FigueroaGina Valdes
Forewordp. xi
Student Prefacep. xv
Acknowledgmentsp. xvii
Introduction: The Unspoken Issue That Silences Americansp. 1
Part I The Child's Struggle against Silencing
"Cut into Me"p. 11
"The Girl Who Wouldn't Sing"p. 13
"Prospectus"p. 22
"Learning Silence"p. 23
from Always Runningp. 25
from Lost in Translationp. 27
"Name Giveaway"p. 31
"Masks and Acculturation"p. 32
"Aria"p. 34
"Language and Consciousness"p. 40
"Back in Those Days"p. 48
"Indian Boy Love Song (#2)"p. 55
"Wasicuia ya he? Do you speak English?"p. 56
"Off Reservation Blues"p. 64
"Que dice? Que dice? Child Translators and the Power of Language"p. 66
"No Questions Asked"p. 70
"Me Talk Pretty One Day"p. 71
"The Silence of Polyglots"p. 75
from "voz en una carcel"p. 77
from The Woman Warriorp. 78
Part II The History of Silencing Children
Chronology of Events, Court Decisions, and Legislation Affecting Language Minority Children in American Public Educationp. 87
Part III The Potential and Vulnerability of Multilingual Children
"The Failure to Educate Immigrant Children"p. 111
from 36 Childrenp. 118
"Today's Deficit Thinking about the Education of Minority Students"p. 124
"Academic Ignorance and Black Intelligence"p. 134
"Beginning Where the Children Are"p. 152
Excerpt from "Translating Translation: Finding the Beginning"p. 157
Part IV Mother Tongue
"Elena"p. 165
from Healing Earthquakesp. 166
"Mother Tongue"p. 169
"Lakota Words"p. 174
"Immigrants"p. 178
"My Hawai'i"p. 179
"Chief Wachuseh"p. 184
"Translation"p. 186
"Bilingual Cognates"p. 187
"Learning to Trust the Language I Thought I'd Left Behind"p. 190
Part V Excellence and Neglect in the Schooling of Multilingual Children
"Principles of Successful Schools for Multilingual Children"p. 197
"The Best Multilingual Schools"p. 201
"The Four Spokes of the Second Language Learning Wheel"p. 214
"Teaching Multilingual Children"p. 222
"Suite for Ebony and Phonics: Reflections on African American English"p. 236
"What Should Teachers Do about Ebonics?"p. 242
Part VI Rage, Regret, and Resistance
"I Want to Write an American Poem II"p. 253
"Teaching New Worlds/New Words"p. 255
"Desmet, Idaho, March 1969"p. 261
"Speaking in Tongues: A Letter to 3rd World Women Writers"p. 262
"Two Languages in Mind, but Just One in the Heart"p. 264
"Mi Problema"p. 268
"Linguistic Terrorism"p. 270
"I Recognize You"p. 272
"The New World"p. 273
"I Want to Write an American Poem III"p. 281
"Speaking Spanglish"p. 284
"English con Salsa"p. 287
Sources and Permissionsp. 289
Indexp. 295
About the Authorsp. 301