One of the takeaways from this course is that learners ought to understand their world first before they can express themselves. This means that as a teacher I ought to allow learners to express themselves based on their experiences and not mine. As a teacher, it is essential that I allow students to reflect on their own and think critically on their own. The attempt to test learners on their ability to memorize existing information denies them the chance to express themselves through the way they see the world (Freire &Macedo, 2005). Another takeaway from one of the readings is the four virtues that a teacher ought to have. These virtues include: humility, patience, tolerance and love. A teacher ought to be patiently impatient with his or her students. This means that as a teacher I should impatiently push students to learn yet do so patiently enough not to push them away (Freire, 1985). Tolerance also allows the teacher to appreciate the students’ values as different from his or hers and patiently work with the students. As the teacher does this, he or she should love the students in order to seek the best from them.
From the readings, I also noted the importance of integrating a learner’s aspect of everyday learning with formal education. It is important that educators understand what learners are doing in their everyday lives then build on it in their formal education (Street, 2012). Another take-away from the texts is the importance of recognizing the voices of people with indigenous languages. Teachers should then allow indigenous people to express themselves and to tell their stories to the world so that they can be empowered (Lopez-Gopar, 2007). My last takeaway is that teachers should not separate the socioeconomical issues of different communities from language learning. This separation informs the learners that their issues do not matter within the scope of learning (Flores, 2020). Instead, as a teacher I should seek to teach language while finding ways to address the political and economic issues which contribute to the marginalization of racialized communities.
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References
Flores, N. (2020). From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory into Practice , 59 (1), 22-31.
Freire, P. (1985). Reading the world and reading the word: An interview with Paulo Freire. Language arts , 62 (1), 15-21.
Freire, P., & Macedo, D. (2005). Literacy: Reading the word and the world . Routledge.
López-Gopar, M. E. (2007). Beyond the alienating alphabetic literacy: Multiliteracies in indigenous education in Mexico. Diaspora, Indigenous, and Minority Education , 1 (3), 159-174.
Street, B. V. (2012). Society reschooling. Reading Research Quarterly , 47 (2), 216-227.
