I attended the African-American Students SIG meeting and presentation to hear students' perspectives on studying language and traveling abroad. Tamari Jenkins, Spanish instructor at Chaffey College, brought a panel of students to share their experiences in the classroom and in study abroad.
One theme I kept hearing in the students' responses was the importance of encouragement. They were inspired by their instructor on an ongoing basis - to come to class, to think about study abroad and to continue their language study. Of course, this is important for all students in our classes, but as Jenkins said, "African-American students tend to be pioneers in study abroad" and even in advanced language study. They are less likely to have family or friends who have studied languages, especially abroad. Although the panelists, in general, found their families to be supportive of their travel, they did face real obstacles, particularly with funding.
Jenkins made a statement that truly sums up the conversation, "It's ok to be intentional about ending the disparity that exists" for African-American students. Explicit, even intrusive, encouragement can make all the difference in whether students persist and succeed in our language classes.
For a more detailed summary of the participants' responses, read on.
Students Jadili Griffin, Riki Clark, and Hulon Parker answered questions about their language experiences.
One theme I kept hearing in the students' responses was the importance of encouragement. They were inspired by their instructor on an ongoing basis - to come to class, to think about study abroad and to continue their language study. Of course, this is important for all students in our classes, but as Jenkins said, "African-American students tend to be pioneers in study abroad" and even in advanced language study. They are less likely to have family or friends who have studied languages, especially abroad. Although the panelists, in general, found their families to be supportive of their travel, they did face real obstacles, particularly with funding.
Jenkins made a statement that truly sums up the conversation, "It's ok to be intentional about ending the disparity that exists" for African-American students. Explicit, even intrusive, encouragement can make all the difference in whether students persist and succeed in our language classes.
For a more detailed summary of the participants' responses, read on.
Students Jadili Griffin, Riki Clark, and Hulon Parker answered questions about their language experiences.
Why did you choose Spanish? When was your first experience studying? Did you take to the language right away? If not, what changed to make it better for you?
Jadili started studying Spanish because of competition in his job. He works in sales and saw how a coworker learned Spanish to increase her performance at work. So, he made the choice to learn for himself.
Riki started learning Spanish in high school but not until a few years in did she really develop an appreciation for it.
Hulon says he just felt like he fell into language study. He tried it and liked it, and likes to keep learning.
What inspired you to study abroad? Had any friends or family done it? How did your family respond?
Jadili was inspired by Professor Jenkins. He originally wondered why he should go when he's surrounded by Spanish-speakers in California. But he was looking for one-on-one conversations, and in study abroad he was immersed with people who don't speak English. In his small classes abroad, he realized he had to study more to learn and couldn't rely on classmates for help in English.
Riki didn't know anyone who had studied abroad. Prof. Jenkins was her inspiration as well. It helped to have an African-American woman expose her to it.
Hulon retold how he kind of blew off the idea of study abroad for a while after Prof. Jenkins mentioned it to him. However, she kept talking to him about, and eventually his family thought it was a great idea.
What advice would you give to world language instructors for mentoring minority students?
Jadili said to encourage students to go and to use those who've succeeded as examples.
Riki also stressed encouragement. She added the need to expose students to the opportunities and create networks for them. Since African-American students are likely to the minority in the class, networking is crucial.
Hulon shared how all Prof. Jenkins had to say was "you know, you're pretty good." That extra reach to encourage him and her persistence in talking to him about study abroad made the difference.
What other barriers did you experience in terms of study abroad?
Jadili cited financial difficulties and some family worries about him traveling. In the end, he was able to get financial support from his company.
Riki also mentioned financial concerns and family worries as factors.
In addition to financial concerns, Hulon added that study abroad was just something so new to him.
What did you bring to the table as a student of color in your language classes?
"Desire" was Jadili's first response. He was determined to work hard to get it and didn't want to be the worst in the class. Once he got it, he was ready to progress and stick with it.
Riki highlighted that she was fearless about being vocal in class and, later, in the country when she was studying abroad. She was ok with making mistakes because she knew she could learn from them.
Hulon pointed out his quiet patience with learning the language and his attention to detail as assets to his study.
Jadili started studying Spanish because of competition in his job. He works in sales and saw how a coworker learned Spanish to increase her performance at work. So, he made the choice to learn for himself.
Riki started learning Spanish in high school but not until a few years in did she really develop an appreciation for it.
Hulon says he just felt like he fell into language study. He tried it and liked it, and likes to keep learning.
What inspired you to study abroad? Had any friends or family done it? How did your family respond?
Jadili was inspired by Professor Jenkins. He originally wondered why he should go when he's surrounded by Spanish-speakers in California. But he was looking for one-on-one conversations, and in study abroad he was immersed with people who don't speak English. In his small classes abroad, he realized he had to study more to learn and couldn't rely on classmates for help in English.
Riki didn't know anyone who had studied abroad. Prof. Jenkins was her inspiration as well. It helped to have an African-American woman expose her to it.
Hulon retold how he kind of blew off the idea of study abroad for a while after Prof. Jenkins mentioned it to him. However, she kept talking to him about, and eventually his family thought it was a great idea.
What advice would you give to world language instructors for mentoring minority students?
Jadili said to encourage students to go and to use those who've succeeded as examples.
Riki also stressed encouragement. She added the need to expose students to the opportunities and create networks for them. Since African-American students are likely to the minority in the class, networking is crucial.
Hulon shared how all Prof. Jenkins had to say was "you know, you're pretty good." That extra reach to encourage him and her persistence in talking to him about study abroad made the difference.
What other barriers did you experience in terms of study abroad?
Jadili cited financial difficulties and some family worries about him traveling. In the end, he was able to get financial support from his company.
Riki also mentioned financial concerns and family worries as factors.
In addition to financial concerns, Hulon added that study abroad was just something so new to him.
What did you bring to the table as a student of color in your language classes?
"Desire" was Jadili's first response. He was determined to work hard to get it and didn't want to be the worst in the class. Once he got it, he was ready to progress and stick with it.
Riki highlighted that she was fearless about being vocal in class and, later, in the country when she was studying abroad. She was ok with making mistakes because she knew she could learn from them.
Hulon pointed out his quiet patience with learning the language and his attention to detail as assets to his study.
And even more reason why we need to have a study abroad component to our language classes!
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