Hari ini khutbahnya agak simple tapi menarik. Dalam bising bising menyambut Tahun Baru, dengan menerima poskad dan ucapan, ternyata ucapan dan azam tahun baru yang paling menarik adalah ucapan daripada Hasan Basri kepada Umar Abdul Aziz, yang maknanya begini, ” Tidak ada 7 hari, cuma ada 3 hari, semalam, hari ini dan esok. Tidak ada 3 hari, yang ada cuma 3 jam, sejam yang lalu, sejam kini dan sejam yang akan datang. Inilah yang kamu ada”
Fikirkan..
Now after extensive reading about Phonics Instruction, I realize that we have to debunk the fallacies of it so that no more misconception and injustice will fall upon our students. First of all, phonics instruction is worthless until kids know the names of the letters and the sounds they represent.(Freeman,pg 131) and there are 166 rules and 45 exceptionalities related to the rules of English. This fact itself is overwhelming not to students but to teachers as well! Even I do not know in depth all of the rules.
Let’s say the kids we are teaching know all of the rules and exceptions, but still it will be a problem because they won’t be able to pronounce the individual letters unless they already see the whole word(pg.135). This is worst if they come from different regions. For example, we can compare [interesting], if we transcript this word, they would be two possible (maybe more) pronunciations which are : /in??resti?/ or /int?resti?/. The question is how do they know either to pronounce /t/ or /?/ or how to stress or not to stress and where should they put stress in this word.
Thirdly, Eye Movement Research proves that Phonic Instruction is baloney. We don’t read individual letters but we read the whole word. That is how our brains read texts and look for meaning. This notion is supported by study from Cambridge where we can read fine if I “wrt my nxt txt in ths” manner by using short forms as students always send sms(short message system)/texting to their friends.
Lastly, our subconscious tell us that we pronounce /s/ for /pleks/ and /z/ for /plems/(pg.139). We do that without knowing the rule of pronunciation of s at the end of these words.
As for today, I have been reading a book entitled “ A Whole New Mind” by Daniel H. Pink. This book tries to tell us about the shifting and the importance of the right brain over the left brain as the next new trend for futures. According to the author, he said, left brain does not have weight-age compared to right brain as it is replaceable with computers and super chips. In relation to our discussion, it says, the left hemisphere specializes in text; however the right hemisphere specializes in context. Understanding comes from context, to reach for the meaning, not from individual and technical stuff. This notion itself , in my understanding someway somehow support the sociopsycholinguistic points of views.
Event:
Upon reading this article, I found few points that are interesting. First among them is:
Firstly:
“The NRP analysis indicated that systematic phonics instruction is ready for implementation in the classroom. Findings of the Panel regarding the effectiveness of explicit, systematic phonics instruction were derived from studies conducted in many classrooms with typical classroom teachers and typical American or English-speaking students from a variety of backgrounds and socioeconomic levels.
Thus, the results of the analysis are indicative of what can be accomplished when explicit, systematic phonics programs are implemented in today’s classrooms. Systematic phonics instruction has been used widely over a long period of time with positive results, and a variety of systematic phonics programs have proven effective with children of different ages, abilities, and socioeconomic backgrounds.”
Secondly:
Anyway, my understanding derived from reading the discussion provided actually contradicts the notion above. I agree with the writer suggestion and discussion.
Feelings:
1. happy
2. excited
3. great
Thoughts:
I feel happy when the author of the article clearly can see the loopholes of systemic phonics instruction. I feel excited because this discussion broadens my views. I feel great as I know what to teach my CLD students when I do my practicum later when it comes to phonics instruction.
Learning:
I always assume teaching is about fully concentrated teachers efforts and energy without having to think and question approaches/curriculum provided by State/Department. I always assume they will not make error because they have think tankers that will see matters related to education in depth because teachers are busy with their works and responsibilities. I always assume systematic phonics instruction is the best as I was brought up from this system.
Step two:
My assumptions were wrong. I was made to believe that teachers must always listen and obey orders. This is what happening in Malaysia. Teachers usually are not encouraged to continue their study thus giving more responsibilities to keep their focus on work rather than thinking critically. Also, not all think tankers in State Education Department see matters critically enough. If they do, sadly to say other matters are more important for them especially if they have agenda to make education as business by working hand in hand with publishers or politicians in power. I was wrong to assume systematic phonics instruction (can I call this as a new version/ a new name for drilling method?) because when I recalled back the concept of fossilization in language learning, this method will be unfair to adult learners like me.
Step Three:
My assumptions come from my ignorance on the disability to see the bigger picture of Mosaic pictures. Before, I just saw small, isolated pieces. My assumption on how good is systematic phonics instruction come from the name itself. “Systematic” is really a good niche for those who do not realize and critical enough on the real implementation of it. After reading more on this article, even systematic concept that is being presented in phonics instruction can be argued in depth by the writer. Thanks! Reflecting upon the high status I give to the policy from State Education Department come from my careless judgment, “don’t judge the book by its cover” is the idiom I should have gripped upon to.
Application:
Step One:
Now, I realize how importance is education and continuing education (though I am thinking it is useless as well if continuing education is meant to see/help us in the same direction, to be narrow, not letting other perspectives to intrude, penetrating our hard shelling brain). I can sense as well, the only method to control us is limiting the chance to study so that we will stay in rotten pit of ignorance as it is the way how they can manipulate us. Adding more responsibilities is among the tactics to engage us not to see other sides of coins because our focus is diverged.
In term of teaching, I have to keep up to date with latest research and points of views to enrich my understanding and teaching. This mean I have to vary my knowledge because my students’ needs are not the same. Variation in pedagogy is a good conclusion that I can think as long as it suits my students.
Step Two:
Actually there are many practical suggestions provided by the writer to teachers when it comes to teach phonics instructions. I will quote them in here:
“The effects of systematic early phonics instruction were significant and substantial in kindergarten and the 1st grade, indicating that systematic phonics programs should be implemented at those age and grade levels.” Vs.
“Older children receiving phonics instruction were better able to decode and spell words and to read text orally, but their comprehension of text was not significantly improved.”
Systematic phonics instruction is designed to increase accuracy in decoding and word recognition skills, which in turn facilitate comprehension. However, it is again important to note that fluent and automatic application of phonics skills to text is another critical skill that must be taught and learned to maximize oral reading and reading comprehension. This issue again underscores the need for teachers to understand that while phonics skills are necessary in order to learn to read, they are not sufficient in their own right. Phonics skills must be integrated with the development of phonemic awareness, fluency, and text reading comprehension skills.
Upon reading this, I realize I have to ask myself again and again, what is the main thing that I want to achieve by teaching them this, is this to achieve native like (American/British) pronunciation? Even,if I decide upon this American/British pronunciation, I should ask myself, “ Am I undermine the intricacy, integrated and relatedness of Prism Model to students’ learning and self? What is so important to pronounce like American/British when my students are in fact Malay, Chinese, Indian, Hispanic and etc? How is the suitability of teaching pronunciation in relation to their examination or their understanding? Is teaching pronunciation can maintain their interest towards my lesson?
In conclusion, teaching is all about students’ needs. That’s what my understanding on Dewey.
assalamualaikum,
sudah lama saya tidak menulis, kebiasaannya saya cuma meletakkan hasil assignment untuk bacaan umum. Setelah meneliti pro dan kons, saya kira saya ingin menjadikan blog/website saya ini santai, dengan meletakkan penulisan saya dalam bahasa Melayu.
Saya sendiri tidak tahu kenapa saya menulis pagi ini. Agak saya terkesima dengan ajakan debat?perbincangan dari seorang Amerikan yang tidak saya kenali, kebetulan berjumpa di laundry room dan kebetulan pula ketika itu saya membaca al Quran di bulan Ramadhan. Pertemuan itu membuahkan hasil, yang mana buku yang saya baca bertajuk “What Did Jesus really Say” karya Mishaal Ibn Abdullah dipinjamnya. Agak lama juga pada tangannya dan hari ini tiba tiba saya menerima emel darinya.
Saya kira saya akan menemuinya meskipun tidak dapat saya pastikan apa niatnya yang sebenar. Namun kalau debat yang dimahukan, saya kira beliau boleh sahaja mencari ulama atau bahan bacaan dalam bahasa Inggeris. Kenapa?
Ya, pertamanya saya sangsi. Saya bukan muslim yang berpengetahuan tinggi dalam selok belok hukum Islam.
Keduanya, kenapa mencari saya sedangkan begitu ramai ilmuan Islam lain. Sekadar untuk bicara soal memancing atau linguistic boleh aja, tetapi untuk makna yang dalam berkaitan dengan ayat ayat Quran,
saya menyerah kalah. Ayat pertama surah Isra’ saya sudah kehilangan punca apabila ditanya tentang ilmu tatabahasa.
Kedua, dalam emailnya kepada saya, dikatakan bahawa dia travel. Ya ini sangsi juga saya. Menjadi paranoid kiranya saya ini tapi saya kira itu tidak mengapa. Sangsi kerana saya kira buku tersebut agak dalam juga kerana tidak ada perbahasan utama dalam Amazon.com yang mencela/membahas buku tersebut secara ilmiah. Amat menghairankan juga kerana segala galanya tiba tiba di tengah tengah saya sibuk.
Ketiga, saya sibuk.. namun jika berminat saya akan anjurkan untuk berdebat/berbincang dengan anak anak murid Zakir Naik/Yusuf Estes dan yang sealiran dengannya.
Ada matlamat lain yang perlu fokus dalam jangka masa terdekat ini. Doakan saya berjaya, Ameen ya Rabbal ‘Alamin.
Friedman discusses many important details related to literacy change on Somali students and how it is related to Krashen’s Hypotheses on SLA. She does not mention specifically that she agrees with Krashen, however based on the way she applied her pedagogies on her Somalians’ students, I bet she is Krashen’s fan.
She stresses that teaching writing is not solely focus on product vs. process rather concentrates on the combination of both. These reflect from her grading rubric on her students’ drafts. They focus on content + organization (product) as well as mechanic+ style and voice (process). I said product and process is actually reflected to Krashen because he believes language learners learn language through two processes, which are acquired and learning though more concentration is given to acquisition because it is subconscious rather than learning which actually reflects upon the students’ grammar conscious.
I like Friedman’s approaches to these students because the story itself related to the schema experiences that they had experienced in Somalia, this actually enriches the responses in their papers as well as guiding their understanding because it just can fit into the schema.
In addition, we can see how Friedman’s students improve gradually especially in terms of their vocabularies by having capabilities to use different words. This is an improvement in the area of semantic.
In terms of pronunciation, we can see improvement when Fatma transcribed the word [listen]to [lissen]. Though it was wrong, but it shows that she tried to make sense of pronunciation/sound in English with English spelling/ graphonic. A knowledge of linguistics is useful when teaching TESOL or TEFL!
The best part of learning that I gained from last week reading was the discussion and comparison with other group members based on different case studies. This expanded my perspectives as I could see every group tried to make bridge between students’ spoken language ( or the language that students have) with the students’ works. I think my class members already becomes fan of Krashen because students/kids that we operated their works came to classroom already developed their language already. Our task( as a teacher) is to build and accommodate them the bridge so that they can make sense of it.
Platform
Overview:
When I went through Literature course 10 years ago, my American lecturer told me about Omniscient points of view or God’s eyes. This requires us to see/read literature text from the characters points of views. This includes understanding their thoughts, feelings, problems, needs and etc though the characters in the literature text/story though the characters themselves do not know what others feeling or think. This actually can be put into our practice as teacher. This apply to our CLD students. Our students are the real characters that we deal with everyday unlike characters in the Literature text or short stories. We just cannot merely read them. There are things beyond reading that must be taken in order to fully grasp the essence of teaching. What I mean is teacher must be not just an excellent reader but go beyond that by obtaining Omniscient points of views. Our students’ views are important so that teacher will understand what they really needs. This is empathy; being able to put ourselves into their own shoes. This is so true for CLD students as they are unique. Whatever it is, I sense that understanding CLD students involving a process more or less the same like understanding short stories or literature texts and most of them were not related to my schematic experiences at all. We read Ernest Hemingway, Shakespeare and Robert Frost. It goes the same with my CLD students that I am going to teach soon in ELP. They come from different background from mine, thus having different kind of experiences and perspectives. They are the characters inside Ernest Hemingway’s short stories. This is interesting as it can enrich my experiences interacting with diversity.
I realize this ability to see from God’s perspectives actually is crucial to develop understanding. It will be better if we can see more vivid from their perspective as this will create path to empathy. The vivid the image/perspectives are, the understanding will be more heightened. I realize about it now when reflecting upon the Prism Model. The four aspects are interconnected. I cannot neglect any aspects from them. They are spider web; home, societal interactions, neighborhood, self esteem, anxiety, affective filters, motivation, bias, prejudice, first language acquisition, second language, CALP and etc are all related.
Anyway, I think the main obstacle is to see our students from their cultural perspectives. It is difficult but not impossible. Understanding Hemingway’s works were not easy. He is American, and his writings are surrounded/ emphasized on his worldviews as American. I am thinking it goes the same with my students. Their beings, works, dressing, their cognitive thoughts will portray who they are. Everything is so beautiful and transferred automatically without they realize about the process unless they are made aware of. Now I realize, Kieran F. Johnston made us understand his culture through his own lenses by gave us ample chances to explore the story by asking questions, explaining the context of the story from historical and social perspective of an American. The best thing he did for us was not translating the language but finding contextual evidences that actually reflect the same event but mostly focus on meaning derives from the event. For example, Kieran addressed 4th of July through the struggle of our ancestors fighting British during 1957. This is what I should do. Association and meaningful connections.
Totalitarian vs Lassez-Faire: Method
I guess my episode of teaching ELP students starts as I jotting down my thoughts try to plan and reflect upon my previous experiences and make connections between them. I am going to spend my time teaching CLD students at ELP in the next few 45 hours for this fall. Intentionally I use ‘few’, because once the passion sets in, one hour lesson is not enough anymore. I can make sense now why Dr. Herrera said this regarding our platform and practicum, “I don’t need theories, what I need and want to see is your passion.” I could not agree more as teaching is actually creating crème de la crème.
Reflecting upon the appearance of 1st day teaching is important. That was told by my Math teacher when I was 17th. I did that for my first year of teaching in college or whenever new batch of students came to register. She emphasized dominance over everything else, telling me to show the control and power I have over my students. This is basically related to cultural perspectives. There might be some students who have this belief and those who might not have. Every culture is distinct and unique. Whatever the cultures perspectives towards teacher are, the main intention is to focus classroom interaction to be solely focus on students’ learning. It must be students centered rather than teacher centered. I cannot let everything loose by applying laissez faire style of teaching though I am against classroom management/control. I will be there as a guidance.
However, for my students who come from a culture that needs conformity, teacher can help them by putting them together in extroverted group so that assimilation can occur. This will help them to become independent enough to voice out their opinions rather than waiting for teacher instruction or order to participate in classroom. Interaction between peers or peers tutoring perhaps can help them to communicate and use their speaking skills in classroom setting. I am thinking as well, students will interact more in their speaking session if the subject/materials is related or meaningful to them.
Linguistic and Teaching: Pull and Push between Acquisitionist and Traditionalist
Reading and studying debates and facts on two prominent theories on how language originated, taught and acquired by human putting me on the fence though nowadays most research/studies not mistakenly in favor of cognitive. I know it’s crucial for teachers to decide because his/her philosophical outlook on language teaching will mould into his/her pedagogy. Anyway, in my context, blending my teaching into these two, namely traditionalist and acquisitionist are not wrong; perhaps it is best to do so due to these reasons.
According to acquisitionist, the aim of language teaching is to ensure students can use it for different purposes, and that is what being implemented here but sadly, teaching English in Malaysia does not feat this purpose as what I experienced, it is solely for test taking. I have a good command of English but sadly, failed miserably in TOEFL. Speaking section pulled down my mark so bad. When looking at the exam analysis of my performance for TOEFL, it was my “thick Malaysian accent”. Simply to say, the examiners could not understand my English as it was so Malaysian. There are always times when I have to repeat my thoughts when I voice it because simply American will ask, “What?”, “Again, please”, “I can’t hear you” or it will be considered very subtle if they just nod their head but they eyebrows are frowning. I know that communication is not solely to achieve native-like but our ears usually grasp with the sound that they familiar with. Sadly, English sounds/syllables produce from my mouth do not have the same pattern of audio wavelength that could be grasped by the ears of Kennedy, Bush or any other Americans. This is why, English teacher could implement traditionalists’ learning goal to produce correct language forms. Only in my case, I prefer to add that notion on the context because my education system is exam oriented especially if the students aim is to go abroad or involve in international community. Also, I used to mark English paper and Oral Exam for college students when I was at Malaysia. The idea of marking scheme would emphasis on main points and language (grammar, sentence structure and etc). My students were diverse however my condolence to those who came from village areas as usually they got low scores on grammatical section. I did not have choice. I had to drill and gave them exercises on grammar, pronunciation and correcting their errors. I did not want them flunk. I put the blame on the system. I am here as language learner to as I am student, someway somehow I am thinking, does this kind of problem happens to ELP students too?
I like acquisitionists’ view on language learning too. It is very refreshing as language learner can be who they are. Unlike traditionist, it focuses on meaning rather than on pattern. It gives a realization that we differ so much from parrot. It is interesting that a teacher must link between the first and second language so that students can make meaning. I don’t think parrot can make an understandable link between the word love and romance, but I do believe now my student from Malaysia can make a link between the word “kasih” /kasih/( read English:love) and “sayang” /say?/ (read English: deeper love).English and Malay languages are not separated because they are meaning. Meaning can be best understood not just on the surface but translation between two languages will never be exact. It comes together with students’ worldviews. Basically, preventing them to speak their native languages in classroom is not a good approach based on the notion above. We come together as a whole not in pieces.
Culture and Language in Classroom Practice: Don’t Assume
Lots of time, we lost our dignity as a teacher if we perceive our CLD students just as addendum rather than a need. The questions are two: Why /how could we perceive them as addendum rather than a need? Well, this question does not help much except that we could identify where this evil roots come from. The most important question is how /what roles can we play as a teacher to make them a need in our daily teaching task?
Helping this cause needs teacher to use materials that have elements of multicultural content in every single subject or at least to address our CLD students as who they are. Color Blind Perspective is rejected as it diminishes our diverse students their right to be recognized and celebrated for being who they are. We just simply assume CLD students are just like the same normal American students which is fatal.
Unluckily, the textbooks themselves are written by White Anglo Saxon middle class and of course will bring their perspectives and beliefs. However, teacher is powerful to determine and decide what will be used in his/her classroom. I know not so many schools agree with the idea that teacher should be empowered however, is it not the gist of Dewey as a father for Modern Curriculum and Instructional leadership to highlight and emphasis on naturality, spontaneous and importantly to gain insight from their education.
Assessment: Student’s Dynamic
Assessment shows that our CLD students are dynamic. I don’t see assessment as a method to see how good the learning process taken place into their brain, but importantly to see them capable to be tested and measured accordingly and fairly if variation of assessments is used. For my practicum, my students’ assessment will evolve with more realistic (meaningful and reflect their current knowledge and schemata), fair and I will allow feedback as it is related to their growths. There will be not just paper and pencil assessments but I will provide as well oral assessments through observation and judgments.
Reminder: A prescription and checklist for myself.
“What’s the main goal of teaching? What’s the main goal of learning?” …myself,8/31/2009
I try to put myself into students’ shoes. I don’t bother to know the answer for the first question because I want to know the answer for second question which will be question that always pass through my students’ minds. I managed to conduct informal interview with few Arabic students from ELP as they are my friends too.
“We want to start soon our university classes. It has been a year I am in ELP.” A Saudi Arabia student.
“I really hope I can pass the EPT( English Proficiency Test) so that I don’t have to be in ELP. I want to start my study soon, my scholarship is only for three years. It has been a year in ELP.” A Libyan student.
“ I will be here for a year to study English, then I will apply University at Manhattan, New York, my auntie is there.” Uyghur student from China.
I notice the goal of learning is related to motive. Every student has their own motives and these motives are powered by their ambition/ motivation. It is crucial to know what my students’ motivations are so that teacher can use these as catalyst to enhance their learning. Anyway, I realize students themselves need to know what learning style that suits them best, again, as a guidance, I can provide the means to that goal. My teaching styles have to concentrate on meta-cognitive, cognitive and social strategies.
I have prepared a checklist in form of list of questions in order to activate and generate my teaching platform in teaching CLD student. This checklist is expandable over time as I am going to put more questions and answer them through my observation, reading, and discourse.
a) Do I know much about my students’ culture? Is it over 50%? If it is, are they based on facts or assumptions?
b) Who are they?
c) How am I similar to my students?
d) How am I different to them?
e) Do they receive relevant training prior coming here?
f) If yes, are the training made them communicatively adequate and academically outstanding?
g) If no, what should I do?
h) Are they here for solely English Program or intend for taking English for Specific Purposes? What bests for them?
i) What are my students’ major courses? How do I fit this info into my teaching tasks/materials?
j) What should I do in order to make my teaching alive, well reflected my students purposes of attending this ELP?
k) When can I design my instructional plan? How about if my mentor already outlined his/her plan for my practicum?
l) Do I work for him or Do I work for myself of Do I just reflect whatever happens to me regardless of my work, my way or his work his way?
m) What is appropriate and possible within the walls of the classrooms? How can I determine this?
n) What are the needs of my CLD students?
o) How can I document academic content knowledge that CLD students bring to the classroom?
Reading and studying debates and facts on two prominent theories on how language originated, taught and acquired by human putting me on the fence though nowadays most research/studies not mistakenly in favor of cognitive. I know it’s crucial for teachers to decide because his/her philosophical outlook on language teaching will mould into his/her pedagogy. Anyway, in my context, blending my teaching into these two, namely traditionalist and acquisitionist are not wrong; perhaps it is best to do so due to these reasons.
According to acquisitionist, the aim of language teaching is to ensure students can use it for different purposes, and that is what being implemented here but sadly, teaching English in Malaysia does not feat this purpose as what I experienced, it is solely for test taking. I have a good command of English but sadly, failed miserably in TOEFL. Speaking section pulled down my mark so bad. When looking at the exam analysis of my performance for TOEFL, it was my “thick Malaysian accent”. Simply to say, the examiners could not understand my English as it was so Malaysian. There are always times when I have to repeat my thoughts when I voice it because simply American will ask, “What?”, “Again, please”, “I can’t hear you” or it will be considered very subtle if they just nod their head but they eyebrows are frowning. I know that communication is not solely to achieve native-like but our ears usually grasp with the sound that they familiar with. Sadly, English sounds/syllables produce from my mouth do not have the same pattern of audio wavelength that could be grasped by the ears of Kennedy, Bush or any other Americans. This is why, English teacher could implement traditionalists’ learning goal to produce correct language forms. Only in my case, I prefer to add that notion on the context because my education system is exam oriented especially if the students aim is to go abroad or involve in international community. Also, I used to mark English paper and Oral Exam for college students when I was at Malaysia. The idea of marking scheme would emphasis on main points and language (grammar, sentence structure and etc). My students were diverse however my condolence to those who came from village areas as usually they got low scores on grammatical section. I did not have choice. I had to drill and gave them exercises on grammar, pronunciation and correcting their errors. I did not want them flunk. I put the blame on the system.
I like acquisitionists’ view on language learning too. It is very refreshing as language learner can be who they are. Unlike traditionist, it focuses on meaning rather than on pattern. It gives a realization that we differ so much from parrot. It is interesting that a teacher must link between the first and second language so that students can make meaning. I don’t think parrot can make an understandable link between the word love and romance, but I do believe now my student from Malaysia can make a link between the word “kasih” /kas?h/( read English:love) and “sayang” /say?/ (read English: deeper love).English and Malay languages are not separated because they are meaning. Meaning can be best understood not just on the surface but translation between two languages will never be exact. It comes together with students’ worldviews. Basically, preventing them to speak their native languages in classroom is not a good approach based on the notion above. We come together as a whole not in pieces.
I read a book long time ago mentioning that being a translator is a difficult job. Translator has to translate two different languages, in fact it is not just merely translating the language, but importantly, in order to make the readers of another language to understand the meaning contains in his translated material, he has to explain and understand the culture of the translated language he /she is working with. According to Lanshear ,1997 language is essential for understanding meaning, I could not agree more as it is true. However, the ingredient of language itself which is deep rooted and related to culture makes it so unique and interesting. This as well fit the understanding of deep structure and simple structure because many times when watching Seinfield, my American friends were laughing heavily but I was having hard time understanding the jokes. The jokes are so American. For sure it is not easy to do translation work as any reading or speaking material usually is rich culturally embedded in context. Putting this into implementation as a future teacher, we must never neglect the importance of making it easier by providing lots of cues to help our diverse students. This can be achieved by understanding our students’ languages. This does not mean that you have to be expert and know all the grammar rules of your students’ languages but simply to be a linguist who familiar with the relation of grammar pattern(syntax and lexicon), semantic ( which of course related to cultural understanding),morphology and etc.
My village is in Pasir Mas,Kelantan. It is very near to Malaysia and Thailand border. It is only 20 km and daily I could see Thais come to my village for many purposes, to work (paddy fields), to hunt ( fishing or hunting water monitor). Anyway, it gave me chances to interact with them. I notice similarity between how the word ‘mother’ has similarity into languages and how it is pronounced. In Thailand, mother can be translated into Thai as Mae, and in my Kelantanese dialect/accent, it is called ‘mek’. Both start with /m/. If to compared into Standardized Malay language, mother is emak( formal written), or mak ( informally/ daily). There is a slight change because there is additional /e/ at the beginning of the word /emak/ and /k/ at the end. As we move further south or to urban areas, it becomes more English as Malaysian usually use /mommy / or /mama/ instead of /emak/. Why Kelantanese Malaysians or any other Malaysians in urban areas use mommy or mama instead of / mek/ or their own dialects? I believe it is more related to what has been mentioned in the text regarding ideologies, beliefs and practices. I had seen my ex students from same regions stay together just simply because of languages. When asked for the reason, they stated it was easier to understand and work with each other. During English subject, especially during speaking exercises, putting them together was not a good idea because they would not use English to communicate.
Interesting enough, I do believe language shapes not just identity but it can influence behavior as well. My friends from different states believe and looking for Kelantanese women to get married to, the only reason is they notice Kelantanese women are more soft. I am thinking it is more because of the language that our women use, namely our unique accent as I perceive Thailand women is more soft compared to Kelantanese women themselves. Take for example the word Mae, it is more longer duration to compared with /mek/. Important to be noted as well, among the first sounds baby can produce is bilabial sounds which are /m/, /p/ and /b/. In many languages, word for mother and father comes from bilabial sounds too. Baba, Abu, Abi means father in Arabic. Mommy,mother, mama in English and other languages.Ummi for mother in Arabic,Mbak for Indonesian and etc.
Abstract:
My study focuses on internal and external factors that influence Harriet Tubman’s contribution and efforts in helping runaway slaves from south to north. The passage taken to escape from brutality of slavery is widely known as Underground Railroad. By understanding these factors, hopefully it will help me to appreciate and value the sacrifice and struggle from earlier generation that willingly to face all dangerous obstacles in the name of freedom and equality. She had successfully helped 329 runaway slaves during her time. My method of study solely depends on library research that depends largely on books written by many writers about Harriet Tubman.
Introduction:
My early exposure about Harriet Tubman was zero though I already heard about Underground Railroad’s history in my previous multicultural class conducted by Dr. Be Stoney. In fact, I got the rough idea of Underground Railroad as when we went back from Tim Wise’s lecture at Topeka, we cross Abilene town and were shown railroad that had been used to ‘smuggle’ runaway slaves up to the North. Luckily, EDCI 740 gives me better chances to investigate, read and understand contribution by the main pioneer of the Underground Railroad. This gives me chances to ponder upon her works and having the opportunity to learn from their successes and determination. Hopefully the spirit of the particular female freedom fighter will delve into my soul. Seriously, I start to like her as I realize, she brought back the believe that women do play important role when it comes to human right. It does not mean that I undermine other Underground Railroad abolitionists the exist in Connecticut or elsewhere, it is just that Harriet has several significant characteristic and importantly, seing myself as someone that comes from patriarchy culture, Harriet Tubman’s efforts and contribution were slightly remarkable and brilliant that I particularly believe do not have the strength If I were put in her places and condition.
I think it is important to explain the main reason the routes/passages taken by runaway slaves is called Underground Railroad. Schroeder, mentioned that there were no tracks or railroads or undergrounds, it was just that Railroad was used to carry former slaves to Philadelphia and New York so that they easily could cross the border to go to Canada. Blacks that joined the Underground Railroad were not necessarily slaves, some of them were free men but they felt to be in northern part of USA or Canada were necessary because of the prejudices that they receive and the laws were tightly bounded around their necks.( Hansen and McGowan,pg.130)
Harriet Tubman’s Short Biography:
According to Schroeder and Pinkney, Harriet Ross Tubman’s was called Araminta, by her cradle name when she was small. She was called Minty.Her father’s name is Ben Ross and her mother’s is Harriet Rit Green. She belonged to Brodas family that has their own plantation in Maryland. There is no exact date of her birth however it is believed that she was born in 1820. According to Sernett,(pg.15) Harriet Tubman was not born in Brodas ‘farm, in fact, it was in Parsons Creek district of Dorchester County.
It is noted by Schroeder that by the age 29, she made her journey to escape to Philadephia. She was in fact later a self liberated slave. A year later, she returned to Eastern Shore of Maryland in order to help others to get the taste of freedom like what she had. Started from that first rescue journey, she continued to have other missions again. In fact, under critical condition when Fugitive Slave Act of 1850 was endorsed, she multiplied her efforts to save the runaway slaves instead of giving up.
Harriet Tubman got married twice in her lifetimes. First marriage was unsuccessful because upon her return from her journey to Philadeplhia, her husband, John Tubman, a free man already had another woman. Her husband even believed that she would never be free and would turn her in if she insists on running away. Her second marriage was then with Nelson Davis at 1869.
She later on joined the Civil War. According to Sernett, she is famous among the Abolitionists as General Tubman due to her contribution in assisting Union Troop. That year was 1863, a year she went together with Colonel James Montgomery to defeat Confederate Rebels. Not just that, she was also nurses to the Union Troop. During this time, she works hand in hand with a famous abolitionist named James Brown.
Harriet Tubman died in 1913, in Auburn, New York due to pneumonia. She was commemorated full of honors with military tradition on her burial.
Christian’s Influence upon Harriet Tubman:
Harriet Tubman was raised as a Christian. She is well known as Black Moses among her circle of friends. According to Sternett, Harriet Tubman is associated to Moses due to similarity of her journey for runaways slaves. As Moses (please be upon him) brought Children of Israel out of Eqypt for Exodus, American makes similar association to Harriet Tubman because firstly, she himself felt comfortable and self declared herself Black Moses through interview by Rosa Belle Holt( Stenner, pg.42). This is obvious when in the interview, Harriet Tubman said, “I felt like Moses. De Lord tole me to do dis.” I am thinking, there will be no way for a woman to be influenced by her own epiphany of truth to save other people from slavery, and in fact, it shows her deep connection with religion because she understands the sacrifice and effort that she heard about real Moses and reflect and practiced it upon her own race and struggle. Furthermore, according to Sernett, most of Black at that moment were looking for the Promised Land, which is Canada where most of runaways slaves were there to enjoy their life without having any fear. The resemblance of the journey that she brought the runaway slaves to Canada was well associated to the journey of real Moses (please be upon him). According to Fradin(pg.186), Harriet Tubman loved to sing spiritual songs about The Promised Land of Israel but people around her told that it had a double meaning. For Harriet whom was illiterate, it was intended for her as the northern part of United States where she could be freed.
Not just that, Harriet Tubman did have characteristic as Moses because according to Brown, the words that came out from her mouth would take attention of other people to listen with, though they realized Harriet Tubman had no education.
Reading story book written by Weatherford makes me realize as well how much religion influences her because on the night of her first journey to run away from Brodas’ plantation, she was reflected upon the North Star and prayed to God.
Blood is thicker than Water:
Another internal influence that contributes to Harriet Tubman’s struggle and helps for Underground Railroad is her strong family relationship. She did come back to Maryland just for the sake to bring her first husband to the North however was not succeed because John Tubman had another wife already. This did not put her down instead she successfully brought out a group of slaves numbered 4-5 and all of them later enjoyed their freedom at Philadelphia. (Sernett,pg)
In fact, her first mission was to safe her family when she heard that her sisters were going to be sold to other masters. Three of her family members were safely arrived to Philadelphia. According to Fradin, she asked somebody to write to her sister, on instruction about her plan to escape. This put me into realization that slavery is the worst crime towards humanity as it separates family members. According to Fradin( pg.138), usually slave father would be separated from his family. This is unbearable as the same thing will happen to Harriet Tubman’s sister if she did not do something to save her sisters. Harriet Tubman’s first husband though always made fun of her ideas to run away and live free, still came back for him to invite him to go to the North.
Strong Characters and Beliefs:
Harriet Tubman has many excellent strong characters and beliefs. I believe these are major internal influences upon her roles as conductor for Underground Railroad. It was reflected during her sacrifice that resulted to physical permanent damage upon her head when she tried to save a slave that ran away. The metal weight hit her head and later of her age, had to go for brain surgery due to the painful seizures. This was a truly courage because most of her family thought that it probably killed her.
When she was small, she would spend her time in woods to tends to muskrat traps, that later develop the idea that she put the rest of her life to help freeing hundred of slaves. Indeed, spending time in woods really taught her survival skills because Harriet Tubman did tell him that she was planning to run( Schroeder). According to Frandin(pg. 185), her father was a lumberjack that supervised cutting down timber and Harriet Tubman will always help her dad and I believe through this period of time, she got the survival skills in woods through her dad. The skills that she learnt later were useful when she became nurse for Union Troop against rebels by preparing medication against water disentry.
Brodas family perceived her as stubborn because she did not really care and want to work whenever directed by them. If she did, it was terrible job. I do not see this as an act of stubbornness but rather it is a persistency towards cruelty that was happening around her. She later was transferred to work at plantation instead of weaving or houseworks.
Though she was illiterate, her plans and efforts to help other slaves do not really reflect that she was stupid. In fact, it shows that she is intelligent and brave. Usually, whomsoever among the runaways slaves that managed to reach North would not return back to South but in Harriet Tubman’s case, it was totally different. She returned again for her rescue mission. Bounty hunters would never expect this as they would pursue up to the North. She persistently came again and again and no one ever captured when she was the conductor for Underground Railroad. It shows that her plans were carefully organized and conducted. In fact, her total rescue missions were 14 times to the South (Sernett, Appendix 1)
I believe Harriet Tubman has her own vision to spread the emancipation ideas because soon after the Thirteenth Amendment were establish, she told her story and details on the rescue missions as long as her story would be presented to the public. This is the other way make known the effort of her struggle and sacrifice. Also,Harriet Tubman was a good story teller. I believe this is her way to convey the cruelty of slavery to later generation so that it will be always alive by passing it down to generations after her.
External Factors: Allies and Abolitionists.
Allies:
I always believe that men or women around Harriet Tubman worth to be appreciated because without their helps, the 14 rescue missions would not be successful. According to Sernett(pg.31) among the important white family that assisted Tubman by employing her or supported Tubman’s charitable work. In fact, some of them were coming from women’s right movement in order to show to the world the roles that can be played for women. Harriet Tubman became the symbol for courageous and deep faith women. One of them was Martha Coffin Wright. Sarah Bradford, a writer helped Harriet Tubman by made her known to American public through her writings by explaining and associating her with her deep faith in God (pg 132).
Abolitionists:
Harriet Tubman used to help John Brown. According to Clinton,(pg.78), John Brown in his letter to his daughter did mention Harriet Tubman as a woman that has characteristic of a brave man, by specifically mentioning Harriet Tubman as ‘most of man, naturally’ a unique quality that John Brown can think of because of what he believed as an Old Testament patriarch that disagree with denigration of black as slave but accepted women’s second status. In fact, General Tubman was first called by John Brown to her as a sign of honor and respect.(Sernett,pg.77) . Another abolitionist that Harriet Tubman worked with was Frederick Douglass who was a former slave. During Harriet’s rescue mission, Frederick Douglass would provide food and shelter to them. His admiration towards her was obvious when he stated that though he was as well an abolitionist, he would never ever to achieved the status as Harriet Tubman already went.(Sernett,pg. 67)
Conclusion:
I completely agree with Sernett about the idea to make Harriet Tubman as a continuous icon for today’s American society. It is unfair to put her into slave emancipation lens only rather when we reflect upon her true self as an illiterate ex slave black woman, we will realize how big the contribution that she brings not just upon her society but to our society itself. Identifying internal and external factors that contribute to her success is my first step towards replication and reflection into acts.
References:
1. Fradin,D.B . (2000) Bound for the North Star.New York: Clarion Books.
2. Schroedder & Pinkney. (1996) Minty: A Story of Young Harriet Tubman. New York: Dial Books
3. Weatherford & Nelson. (2006) Moses: When Harriet Tubman Led Her People to Freedom. New York: Hyperian Books
4. Sernett,M.C. (2007) Harriet Tubman: Myth, Memory, and History. Durham, NC: Duke University Press.
5. Hansen & McGowan. (2003) Freedom Roads: Searching for the Underground Railroad. Chicago: Cricket Books.
6. http://en.wikipedia.org/wiki/Harriet_Tubman accessed on 6/22/2009
7. http://en.wikipedia.org/wiki/Frederick_Douglass accessed on 6/22/2009
8. http://en.wikipedia.org/wiki/John_Brown_(abolitionist) accessed on 6/22/2009
9. http://en.wikipedia.org/wiki/Abolitionist accessed on 6/22/2009