For the final blog in this Literacy Practicum, I would love to share some reflections about my experience at The Family Learning Center and show how they overlap with some of the material learned in LING 1000, Language in U.S. Society.

In LING 1000, language and ethnicity has been a topic of focus for us. We have been learning a lot about ethnicity and culture derived from a particular language group. A lot of the preschoolers at the Family Learning Center are bilingual speakers of both Spanish and English. Being a bilingual language learner involves a lot of different qualities for a person when they are in social contexts, for example there is a feature of bilingualism called “language crossing” where code switching of both languages are involved. Code switching is when people move between different languages or dialects within a conversation. I noticed this a lot with the preschoolers and it was kind of a light bulb moment when I could identify with the term used for the situation. A lot of the students will talk amongst each other in Spanish and talk to the teachers or the volunteers in English. I found that the students were more likely to talk in Spanish with their peers when it was about something specific to a situation of play and when they had to report to the teacher or volunteer they were more likely to use English.

In Language in U.S. Society, we have learned that there are four reasons for language crossing; to identify with other speakers, to mock or distance from other speakers, in reported speech, and for humor in conversation. My assumption of the reason why the preschoolers use this type of language quality is to identify with their peers who they know also speak Spanish and maybe because they assumed that I didn’t speak Spanish they would have a more “private” conversation. From what I have picked up on from information from the teachers there, the students primarily speak Spanish in their home environments and a half and half amount of English and Spanish in the school environment.

I was able to observe the amount of English and Spanish ratio in the school environment and for every sing along song in-group circle where we would sing in English, there was also a song in Spanish as well. When they go over the days of the week and weather, they go over everything all together once in English, and then again in Spanish. “Today is sunny, Hoy es soleado” “Days of the week, Los dios semana”. This was awesome for me to refresh on my basic Spanish-speaking skills, and really cool to see the incorporation of bilingualism in the school setting.

I must say that I am very happy that I chose to be a part of the Literacy Practicum from the beginning of the semester. It has been such a joy and positive environment for me to be involved with The Family Learning Center. I feel like over the course of the semester I have made many positive connections with people at the school that I will hold close. I would highly recommend anyone interested in being a volunteer for the Literacy Practicum to be a part of the Family Learning Center; it really does feel like a family there and a very great environment for preschoolers to keep their busy minds learning.

Volunteering at the Family Learning Center

After about 7 weeks of sessions with The Family Learning Center, I’ve found that I have developed a fond connection to the preschool students as well a better understanding of what a preschool means for the kids, in regards to what they are learning in the time they attend. I’ve noticed a change of my own perspective, from showing up and trying things out a little blindly, to actually seeing what goes into a daily session for the couple of hours that I observe and participate with the kids. I see that these children are receiving constant reminders of remembering the days of the week, learning how to count, introducing new foods, participating in joint activities with adults and peers, and each day expanding their semantic lexicons.

When I come to the preschool, the children are all sitting around tables enjoying their one o’clock snack time. I believe that this practice is a great introduction into the kid’s lives for developing functional eating habits and introducing new ideas about health and balanced snacks/foods. I like to ask questions about the kids’ snacks, especially when they are having trail mix, I ask if they know what kind of ingredients are in the snack, “Do you like the raisins? Or the cashews? What kind of nut is this? A peanut?” After snack I was given the position of being in charge of making sure all of the class brushes their teeth, another way of teaching and practicing personal hygiene outside of the home. After that we all participate in games before the whole class meets up in a circle for song time. I try my best to mix up my one on one interactions with all of the kids equally, I also notice that a lot of the girls are draw n to me and want to take my hand and say “Follow me, let’s play!”

As I mentioned earlier, every day the preschoolers practice with learning about the days of the week and counting, along with the basic skill of checking on the weather. Usually Manuela leads the kiddos as we all sit down together as a group and count the days of the week and name out the current day of the week in English and Spanish. One selected student gets the honor of running to the window to report to everyone what the weather is like that day. I find that this is a good practice for the age group of these kids because I know that the person who is going to check on the window must feel special in that they were the chosen one. I think it’s a classic way to teach individualism and brings a sense of community and value that each kid can bring to the group.

Lately Mona’s class has been participating in a lot of new activities! I mentioned earlier that they are introducing new foods. Mona uses the book about unusual foods that are good for everyone to know, so far the class has been able to try Gouda cheese and daikon radishes. Mona tells the kids that they should tell their parents next time they ask what kind of cheese to buy, to go gourmet and buy gouda. I am really learning that teaching variety of all things at a young age is good for a versatile palate as the kids get older and become independent with their own style and methods of cooking. We have also been playing with more hands on activities like dipping hands in water to play with plastic fish as well as blowing up balloons and learning how to make them float over a fan.

The preschool is so much fun and all the kids are little rays of sunshine; it’s awesome to observe each of their personalities. I find that I am learning myself about what goes into running a preschool with activities and routines and how basic things are really what these kids are learning to help their growth as independent and functional adults. I love being a role model for the students and I know how important joint attention is for kids, especially at their developing age range of 4-5 years old. Reading with them and playing games one on one always seems to uncover some new sort of knowledge each and every session.

The Family Learning Center Experience Thus Far

I must say that I am really enjoying my experience with the preschool at the Family Learning Center. It really is amazing how positively my mood can change from the time I come in to volunteer, to the time I leave, the kids that go there are all little rays of sunshine. It is such a moment when the kids look sad to say goodbye, but good to look forward to the next visit. I feel welcomed there and hope that I am setting a good example for the preschoolers. The first time in was an adjustment and time to soak in how they operate there. I was able to quickly catch on to their routines, usually when I first come in at one in the afternoon; they are having a snack and then shift to group time. During group time we all sit around as a whole and sing kids songs as well as count the days of the month and check on the weather outside, with songs accompanying all these activities. They are definitely very community-oriented at the Family Learning Center. After all the students are together, I separate with Mona’s classroom where the more one on one sessions begin.

The classroom I help out with consists of about 15 kiddos who are all very sweet and personable. I think over the weeks they have become comfortable with me being around once a week and are starting to be able to call me by my name, as I am for them as well. A little blurb I wrote about to share with friends and family is that I am “Developing a soft spot for preschoolers at the Family Learning Center here in Boulder. All the little girls ask me to draw them rainbows and flowers... One strange request was a fly, which actually turned out pretty cool. They hold my hand willfully and ask me what my favorite color is. The boys tend to keep away from me, but one of them told me I was a giant. I’m 5 foot nine and these kids must be about max 2 in a half feet tall. I read to them all about Curious George, insects and butterflies. I’m finding that reminding everyone they have inside voices and the ability to share, it's key.”

It seems that my role in helping these kids is to be there to help with reading and to set an example of how to draw basic things, just like the rainbows and flies, as I wrote about earlier. I notice, especially with a little girl named Isabelle, that asking questions about what words mean to her really helps her pay attention to the story. For instance, when we are reading a book about insects, and I continuously have to point and ask what things are, like “What is this?" As I point at the tarantula, and then Isabelle will say spider! And then I ask what kind and point to the words that say tarantula and then she says "Tarantula!" The only thing I find to be a struggle is having the power to get the kids’ attentions and keep it going so that they are able to learn and associate their understandings on completing a task. For instance, with one of the boys I work with, It was really hard to be engaged with asking questions with him because he just wouldn’t respond or even look me in the eyes. I just had to keep on being persistent in my intention in helping him solve the word finding game, it was a challenge but we both took what we could out of the shared experience, and I look forward to continuously help him and the other preschoolers with their daily activities. One more thing to note is that my prior know ledge of Spanish is really helping me connect with these bilingual kiddos with basic vocabulary, When I am reading and I know a word in Spanish and in English I will try to say both for a full understanding for both parties.

The Family Learning Center Experience Thus Far

I must say that I am really enjoying my experience with the preschool at the Family Learning Center. It really is amazing how positively my mood can change from the time I come in to volunteer, to the time I leave, the kids that go there are all little rays of sunshine. It is such a moment when the kids look sad to say goodbye, but good to look forward to the next visit. I feel welcomed there and hope that I am setting a good example for the preschoolers. The first time in was an adjustment and time to soak in how they operate there. I was able to quickly catch on to their routines, usually when I first come in at one in the afternoon; they are having a snack and then shift to group time. During group time we all sit around as a whole and sing kids songs as well as count the days of the month and check on the weather outside, with songs accompanying all these activities. They are definitely very community-oriented at the Family Learning Center. After all the students are together, I separate with Mona’s classroom where the more one on one sessions begin.

The classroom I help out with consists of about 15 kiddos who are all very sweet and personable. I think over the weeks they have become comfortable with me being around once a week and are starting to be able to call me by my name, as I am for them as well. A little blurb I wrote about to share with friends and family is that I am “Developing a soft spot for preschoolers at the Family Learning Center here in Boulder. All the little girls ask me to draw them rainbows and flowers... One strange request was a fly, which actually turned out pretty cool. They hold my hand willfully and ask me what my favorite color is. The boys tend to keep away from me, but one of them told me I was a giant. I’m 5 foot nine and these kids must be about max 2 in a half feet tall. I read to them all about Curious George, insects and butterflies. I’m finding that reminding everyone they have inside voices and the ability to share, it's key.”

It seems that my role in helping these kids is to be there to help with reading and to set an example of how to draw basic things, just like the rainbows and flies, as I wrote about earlier. I notice, especially with a little girl named Isabelle, that asking questions about what words mean to her really helps her pay attention to the story. For instance, when we are reading a book about insects, and I continuously have to point and ask what things are, like “What is this?" As I point at the tarantula, and then Isabelle will say spider! And then I ask what kind and point to the words that say tarantula and then she says "Tarantula!" The only thing I find to be a struggle is having the power to get the kids’ attentions and keep it going so that they are able to learn and associate their understandings on completing a task. For instance, with one of the boys I work with, It was really hard to be engaged with asking questions with him because he just wouldn’t respond or even look me in the eyes. I just had to keep on being persistent in my intention in helping him solve the word finding game, it was a challenge but we both took what we could out of the shared experience, and I look forward to continuously help him and the other preschoolers with their daily activities. One more thing to note is that my prior know ledge of Spanish is really helping me connect with these bilingual kiddos with basic vocabulary, When I am reading and I know a word in Spanish and in English I will try to say both for a full understanding for both parties.

The last couple weeks the high school students have been coming to the time I volunteer with the middle school students. Once I was helping one of the high school students write a research paper. I was getting so incredibly frustrated because he was not focusing and did not do any research before hand. I felt like he expected me to write the entire thing for him, and I was not about to do that. But after being frustrated for a while I realized maybe he is just insecure about his lack of knowledge of how to write and organize a research paper. So he is being stubborn because he feels embarrassed. And this made me so incredibly sad that he felt that way. It reminded me about what we learned in ling 1000 about linguistic insecurity. About how maybe he felt his language was beneath the "standard language" and felt insecure about it. After that moment I was no longer frustrated but focused more on giving him the skills to write this research paper and more in the future.

This was the first experience I've had at family learning center where I was very frustrated with a student but it ended up working out and we finished his outline for the research paper. YAY!

The last couple weeks not many kids have been coming the day I volunteer, which is a Thursday. Even though not many kids have been there, I have still been able to help out the kids that are there. Sometimes another volunteer and me have to double team a kid, but every kid gets checked on and helped. I love to help the kids with their homework but sometimes the free time after homework is the best. This is when we really get to know the kids. We can sit down with them and talk about their lives and get to know what they like and what they don’t. A couple weeks ago, me and the other volunteers, Meghan and Sarah, were talking to two girls toward the end of the program time. We were telling each other jokes and stories and it was great! But of course we made sure they finished their homework before this :]. The best part was when one of the girls, I would write her name but I have no idea how to spell it, told us we were her favorite volunteers because we always stayed after and talked to them. I think this was so important because I believe we should get to know the kids and not just be there to tell them what to do. And when they actually know us then they will respect us more. This experience really related to linguistics in a sense we are creating a group identity through our discourse. By talking to the kids and each other the volunteers create an identity and a group identity with the kids.

At Family Learning center I don’t have a specific reading buddy, I mostly go around and help all the kids. I had one really awesome time on October 4th. I was helping a middle school boy named Benny to do his Algebra homework, and he at first was really turned off of having me helping him. But once I began to help him it was great working through his homework and seeing him understand! I would walk him through one problem and then have him do the next one and help him if he got stuck. Also we completely finished the worksheet even though he was not assigned the back of the sheet yet, but we finished it so he could be ahead for next week! He was really open by the end of the two hours and really understood the material, which was great! I feel like all the kids are more welcoming to me now that it is my third week. Also they are coming up to me for help instead of me having to go up to them and ask them if they need help. Since I have started family learning center I have really been exposed to a group of kids I was never exposed to when I was there age. I grew up in a really non-diverse county and growing up I always had everything I needed and was provided an outstanding education. To see these kids not having the same privileges I had growing up is very upsetting but I am happy I am able to help them grow and develop in the academic world! Also it has been cool seeing the kid’s switch from English to Spanish like it was no problem. It has shown me how their Spanish really is part of their identity, they will talk about things like "its a Mexican thing" or "its a Mexican drink". I have really enjoyed my experience and can’t wait to continue volunteering!