Description
Book SynopsisTongue-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.
Trade ReviewTongue-Tied is indeed a powerful metaphor for the impact on students of deficit ideologies related to language differences, one that every educator needs to consider. Santa Ana’s compilation makes an important contribution to the discussion about diversity and education. -- Donna Christian, Center for Applied Linguistics
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. * Library Journal *
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 U.S. schools. Highly recommended. * CHOICE *
An entertaining and enlightening book. * Journal of Adolescent & Adult Literacy *
This is a timely book. The readings in this anthology are ideal for learning about American education and for spurring informed debate about the many factors that affect minority-language students and their lives. * Education Digest *
At last a collection that provides insight into how those who are targeted by language policies in education are affected. For policy makers, practitioners, parents, and citizens who will be expected to vote on bilingual education, this book will be a tremendous asset. -- Pedro A. Noguera Ph.D, distinguished professor of education UCLA Graduate School of Education & Information Studies
Tongue-Tied opens a window onto the lives of multilingual and multicultural children in the nation's public schools. * Aztlan:A Journal Of Chicano Studies *
Table of ContentsChapter 1 Foreword Chapter 2 Student Preface Chapter 3 Introduction: The Unspoken Issue That Silences Americans Part 4 I The Child's Struggle against Silencing Chapter 5 "Cut into Me" Chapter 6 "The Girl Who Wouldn't Sing" Chapter 7 "Prospectus" Chapter 8 "Learning Silence" Chapter 9 From Always Running Chapter 10 From Lost in Translation Chapter 11 "Name Giveaway" Chapter 12 "Masks and Acculturation" Chapter 13 "Aria" Chapter 14 "Language and Consciousness" Chapter 15 "Back in Those Days" Chapter 16 "Indian Boy Love Song (#2)" Chapter 17 "Wasicuia ya he? Do you speak English?" Chapter 18 "Off Reservation Blues" Chapter 19 "¿Qué dice? ¿Qué dice? Child Translators and the Power of Language" Chapter 20 "No Questions Asked" Chapter 21 "Me Talk Pretty One Day" Chapter 22 "The Silence of Polyglots" Chapter 23 From "voz en una cárcel" Chapter 24 From The Woman Warrior Part 25 II The History of Silencing Children Chapter 26 Chronology of Events, Court Decisions, and Legislation Affecting Language Minority Children in American Public Education Part 27 III The Potential and Vulnerability of Multilingual Children Chapter 28 "The Failure to Educate Immigrant Children" Chapter 29 From 36 Children Chapter 30 "Today's Deficit Thinking about the Education of Minority Students" Chapter 31 "Academic Ignorance and Black Intelligence" Chapter 32 "Beginning Where the Children Are" Chapter 33 From "Translating Translation: Finding the Beginning" Part 34 IV Mother Tongue Chapter 35 "Elena" Chapter 36 From Healing Earthquakes Chapter 37 "Mother Tongue" Chapter 38 "Lakota Words" Chapter 39 "Immigrants" Chapter 40 "My Hawai'i" Chapter 41 "Chief Wachuseh" Chapter 42 "Translation" Chapter 43 "Bilingual Cognates" Chapter 44 "Learning to Trust the Language I Thought I'd Left Behind" Part 45 V Excellence and Neglect in the Schooling of Multilingual Children Chapter 46 "Principles of Successful Schools for Multilingual Children" Chapter 47 "The Best Multilingual Schools" Chapter 48 "The Four Spokes of the Second Language Learning Wheel" Chapter 49 "Teaching Multilingual Children" Chapter 50 "Suite for Ebony and Phonics: Reflections on African American English" Chapter 51 "What Should Teachers Do about Ebonics?" Part 52 VI Rage, Regret, and Resistance Chapter 53 "I Want to Write an American Poem II" Chapter 54 "Teaching New Worlds/New Words" Chapter 55 "Desmet, Idaho, March 1969" Chapter 56 "Speaking in Tongues: A Letter to 3rd World Women Writers" Chapter 57 "Two Languages in Mind, but Just One in the Heart" Chapter 58 "Mi Problema" Chapter 59 "Linguistic Terrorism" Chapter 60 "I Recognize You" Chapter 61 "The New World" Chapter 62 "I Want to Write an American Poem III" Chapter 63 "Speaking Spanglish" Chapter 64 "English con Salsa"
