Integrating home language and culture into Grade 9 Geography curriculum: A teacher’s reflective journal
Process
Pedagogical transfer in other classes and curriculum areas
Step One: (Filipino Student A) and (Filipino Student B) were asked to speak with their families in Tagalog about the wars that the Philippines has been involved in. They told the class on the 7th of November about the Philippines fighting in the war against Korea and Japan. They also spoke about a war memorial park in the Philippines called Luneta Park which was where Philippine independence was declared. They spoke about how this is similar to parks in Australia which commemorate the ANZACs and described the day of celebration that occurs there (including laying wreaths and so on).
Step Two: (Filipino student B) came to class today and spoke about further conversations that she had with her father over the weekend. She said that he had talked about how they did not learn about the war as children in the Philippines… She also spoke about a Japanese fighter referred to as The Tiger (or Tigre) who “ate your spirit” if you did not do what he asked. She said that her father explained that everyone was terrified of Tigre and possibly upsetting him. This seems to be a war ‘myth’.
Step Three: Other students were very interested in the story that (the student) brought to class.
The teacher’s reflection:
“Yeah, I feel (the project is) helping me a lot, in that regard. I feel like it’s helping not only the kids that are part of the project, but all of the students. Because they are so engaged, and they’re so interested. So, I feel like the kids are gaining from it, all of the students. I feel like it’s strengthening our connection, I have a good relationship with the kids anyway, but it’s making it that little bit better even. Because they’re bringing those stories from home and they’re talking to me about their parents’ experience and their home country. Which I’ve noticed before I started asking the questions, they just didn’t do – now they have a sense of ownership. They feel like they’re welcome to share, they don’t just have to take our culture, they can bring their own, which that – I never saw that coming, and it’s lovely, it’s so nice.”