Upon walking into the classroom on my first day at
San Gaspare Scuola Primeria in Florence, Italy, I was met with wide eyes and
open mouths on the awe-inspired faces of the third grade students in my
cooperating teacher's class. My cooperating teacher introduced me
(slowly) as a student teacher from the United States of America, and a few
gasps were heard amongst the students. My sheer shock that the students
were utterly amazed by an American was only exacerbated when I realized that I
could not communicate with them in their own language. Beyond the few
words I knew in Italian, I assumed the communication between the students and
myself was bound to be difficult. However, I could not have been more
wrong. The students in the third grade at San Gaspare understood more of
my English than I did of their Italian. Using hand motions, pointing, and
facial expressions, the students and I connected on a nonverbal level. To
my embarrassment, I learned that these eight-year-olds were mastering English much
quicker than I was learning Italian in my beginner language course at my abroad
university.
As I observed the lessons following my arrival, I
noticed how my cooperating teacher handled the dichotomy between the English
and Italian cultures. In order for the
students to effectively absorb the English language, my cooperating teacher
constantly incorporates Italian cultural aspects into her lessons. During a lesson on food vocabulary, she
taught the students the English words for their favorite Italian dishes such as
a ham and cheese sandwich (“panini con prosciutto e formaggio”) and ice cream
(“gelato”). The students responded more
enthusiastically to a lesson they could relate to in their own culture, thus
enticing a positive learning atmosphere and better understanding of the
material. Throughout the rest of my time
at San Gaspare that first day, I noticed how the posters on the wall, the
students’ artwork, and the decorations were reflective of the Italian culture
with images of their summer vacation and Italian phrases used in the home. Although the goal is to teach the English
language to the students, my cooperating teacher recognizes that it is also
important to remain true to one’s own cultural background. In comparison, the American classroom is
beginning to recognize the importance of culture since the number of students
from diverse cultural backgrounds is increasing. A culturally competent classroom is necessary
for the fluorishment of a student’s education because it informs a child that
his or her culture is worthy and recognized.
Fortunately, the third-grade students at San Gaspare Scuola Primeria are
encapsulated in a culturally competent classroom that allows them to absorb the
English language while holding onto their Italian roots.
Your experience in a school in Italy seems very interesting! It definetly seems like it would be hard to connect if you don't know Italian very well, but it's good that you're learning more and you're getting better at more nonverbal communication too, which is definetly a good teahing skill. My classroom in Colegio Menor in Ecuador mixes English and Spanish a lot (although it's mostly English). My school focuses primarily on English and is at risk of not valuing the Spanish culture and langauge enough, so it's interesting to compare our two schools and see how the environments affect the students' cultural identities. Looking forward to reading your next posts!
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