AutoBio #5- Literacy Interaction

As I begin to write this assignment I step back into time and truly wonder how many times I use oral and written language on a daily basis. I realize how significant our use of literacy is throughout our everyday tasks. From the morning we get up, we look at (read) the alarm clock then we rush to get ready for wherever we need to go or do. We set our coffee maker and use our microwaves. When driving we have to be conscious of our speed limit, signs and lights. Even more interesting is that literacy is a multi-functional tool that serves to accommodate our everyday lives from simple to more complex tasks.

What’s most appealing to me is that all of us interact with oral and written communication on different levels. For example, a teacher may be equally bound to using both oral and written literacy within the classroom whereas a real estate agent needs to show the upmost friendly and social communication skills to make a sale. At home, my language usage is more informal than it would be at work, school, party, dinner table, etc... thus, social community matters. For example, it’s unavoidable to quarrel (goof around) daily with my brother at home where bad words and tricks are exposed. In contrast, I talk more formally (with more respect) to my sisters and parents. I’ve come to realize that literacy is integrated and needed for human survival. We are all active participants and connected in this literacy world.

Deborah Brandt: Sponsors of Literacy

Cushman, Ellen, Kintgen Eugene R., and Kroll Barry M.. Literacy-A Critical Sourcebook. New York: Bedford/St. Martin's, 2001.

In the world of literacy during the mid-nineteenth century, there came to life, the inventions of what is called steam press which reorganized the economy of print industry. This new form of mass printing brought an end to certain potentials in literacy as well as different kinds of literacy sponsorship. Throughout the fluctuation of time and generations, literacy has been traced as both rising and falling with each new wave of new technologies and ideas. There is an attempt to connect literacy as an individual development with literacy as an economic development. This approach is known as sponsors of literacy, with the idea that “sponsors” are tangible reminders “that literacy learning throughout history has always required permission, sanction, assistance, coercion, or at a minimum, contact with existing trade routes” (556). The concept of sponsors is used to clarify human relationships and ideological pressures that arise from the world of literacy. Literacy sponsors affect learning by organizing such systems that create opportunity and access, and they raise the bar of literacy, in struggles for competitive advantage which makes things more complimentary for the average individual.
Brandt uses two cases as examples of “literacy diversion.” Both of the narratives used are the stories of woman who both work “in subordinate positions as secretaries, in print-rich settings where better-educated male supervisors were teaching them to read and write in certain ways to perform their clerical duties” (568). Both of the women took what they were exposed to at work, and diversified it to help them with personal aspects of their life. Carol white took the idea of Anecdotes from her boss, and began creating her own colorful anecdotes to do door-to-door missionary work as a Jehovah’s Witness. Sarah Steele explained how she began to model her very own household finances after the attorneys of whom she worked with. The picture being painted is a pattern of how such opportunities for literacy acquisition open up a kind of clash between old and new sponsorships, and between “the lingering presence of literacy’s conservative history and its pressure for change” (570).
It seems after reading and understanding all the theories of literacy learning among all classes, that this idea of a “sponsor” plays an even larger role throughout the entire realm of literacy and language. The essay breaks this concept down, and explains the histories behind, and even gives specific examples, however, there seems to be a great deal that has not yet been mentioned. Such as the professional writer who is struggling to publish. How does a writer connect his/her private world with that of the public realm and create material that is both culturally and socially acceptable? There are hundreds of oppositions that must be adequately balanced in the world of literacy.

Week 6-autobio

This quarter alone, has been one of the most interesting areas of school with the idea of literacy and methods of communication. It is so intriguing to acknowledge just how much an average individual changes their modes of speaking and shifting discourse gears in their normal day-to-day routine. Taking the time to really listen for my own shift in discourse has proven that I myself actually shift discourse gears everyday. Aside from someone who swaps between one language and another, I change discourses just within the English language. A great example of this, is in my writing: both in class note taking, and the daily communication through text messages. Looking at my class notes alone, there are several instances where I begin to write out complete sentences, and then almost immediately begin to make abbreviations, and simple codes that stand for a more complete or complex thought. This is done involuntarily in a way that helps me to gather as much information and transfer it from ear to paper and ink, while still being caught up with what is being discussed in the class. Text messaging is a great example of this kind of code making in literacy today. It doesn’t matter how professional a situation or person is, because in the “community” of text messaging, it is easier, faster and more room efficient to make abbreviations, or spell words wrong on purpose, so long as you get your message across. In my own personal experience in this circumstance, I was texting my friend, who was actually once my high school AP English teacher. She presents herself as a very intellectual and “grammatically sophisticated” individual in her work environment, and even occasionally outside of the work environment. I have noticed that this image of sophisticated language discourse immediately changes when she communicates through text messages. Almost every word is spelled wrong, or incorrectly abbreviated, but the fact of the matter is, I still understand exactly what she is communicating.
Another important kind of shifts in communication takes place within my own household. This year, I rent a room from one of my old assistant coach and his family. They have a 16 month old little boy named Spencer, who has been taught several different signs (of actual sign language) in order to communicate what he wants. He knows the signs for words or phrases such as “Hungry” “more food” “bottle” “bath” and “diaper change”. It is interesting for me to sit and observe Spencer and his mom communicating with one another. Spencer’s mom shifts from speaking verbally, to strictly making the hand gestures in order to help Spencer to have a smooth transition from not being able to speak, to speaking pretty fluently.

En Los Dos Idiomas

Marcia Farr is a participant observer in the ethnography of communication among Mexican immigrants. The study involved forty-five people with an education range from zero to eight years and was concluded throughout five years in Chicago (on weekends) and six weeks in Mexico. There were two ranchos that were observed that were the complete opposite of each other, however they both practiced literacy whether acquired through schooling or not. The men from the rancho of Guanajuato achieved literacy without formal education. They learned it lirico meaning informally by others who only spoke the language. In Michoacan, they learned it school based. In addition to the importance of literacy whether oral or written, another important role within these two ranchos (communities) is the concept of compadrazgo: the Mexican system of godparent like relationships that function as a reciprocal exchange network to facilitate economic survival and provide emotional and social support (Farr P 468). Because of compadrazgo it is essential for the Mexicans to maintain close relationships and more importantly, stay in contact with each other thus emphasizing the importance of literacy whether through writing letters or telephone calls.

The significance of this study is to acknowledge that learning literacy isn’t just limited to an education. It can just as well be achieved through informal practices. In addition, literacy plays a key role in keeping connections with family members and compadres where trust and commitment are essential in producing learning and teaching among themselves. Furthermore, I can relate to many of these circumstances and experiences because of my family background. My parents are also immigrants who came from a rancho with limited schooling. They had to focus on work to survive. My mother taught my dad letters and numbers and to at least be able to sign his name. In addition, my mother has acquired a lot of the English language informally by just hearing it spoken. It’s truly significant how one is able to learn literacy and use it under any condition.

Harmful Verbal Literacy; Autobio 4

Roller coasters, boogie men below my bed, and the fear of losing a loved one all do not compare to my daily fear of disappointing my parents and anyone important. Only recently I noticed how most of my decision making is driven by the hope that one option was better than others because it prevented disappointment. I know I don’t live solely for those people and I can become disappointed with myself, but their hopes and expectations become my own. Sometime in elementary school that group of important people included teachers. I spent some seven hours with teachers, five days a week for most of the year—naturally I recognized them as authoritative figures that should be respected almost like parents.

I made one measly mistake in second grade. One mistake the teacher felt necessary to expose to the class. One mistake that resulted with me writing ‘I will not leave my lunch box in front of the door because others may get hurt’ a hundred times. Of course my classmates would not trip over it, but she would the way she stormed through the door. Yes, I can go on about how the details of that day indicate that she had as much blame in my forgetfulness but I will never forget her public verbal tongue lashing. “Who is the irresponsible idiot who left their lunch box here…I could have fallen, I could have gotten hurt, don’t you realize how old I am, how could you hurt your teacher!?” Denying I was the irresponsible idiot was not going to happen, not while my peers were quick to glance at me. I was embarrassed. To talk back and explain myself was simply not an option at seven years old. But nothing stung more than her recognition that the irresponsible idiot was me. You have to realize, before that day I had gained a wonderful academic reputation and I was well liked by teachers including her. It’s like she took all the past compliments, all the proud smiles and acknowledgments back when she said “I am very disappointed in you.” I remember turning in the scribbled pages of redundant torture she asked for and all she said was “I couldn’t believe it was you.” I remember apologizing, but in my heart it was not because of my petty crime, but because I caused her disappointment and she told everyone I was an ‘irresponsible idiot’. With those two words, she lowered my self esteem and condemned me as one of the dumb kids always acting up in class for attention.

I hate public scolding. I hate receiving it and I hate witnessing it between teachers and students especially when students are not free to explain themselves. I can’t help but sympathize for my peers and even though I am innocent, I still feel just as bad as they might. I want to yell back at teachers and tell them to take it outside like it’s a special brawl for the sake of that student, guilty or not they shouldn’t have to endure the humility. Some people might argue it’s the best way to teach someone a lesson, I’d say it’s a way to make enemies. I never went out of my way to pull a prank on my teacher, but I failed to stifle my hysterical laugh when she sprained her ankle tripping on her own foot. My relationship with her was never the same thereafter; I couldn’t forgive her the way I forgave my parents for irrational disciplinary actions. I never left my lunchbox carelessly around but that incident was the first for me and the last time I gave subsequent teachers any cause to embarrass me. All I’m saying is, there is a time and a place for disciplinary actions toward students and public humiliation should be a last resort.

AutoBio #4

I consider my bilingual ability (Spanish) as an asset. I constantly find myself needing to go back and forth with these two languages whether at home, work or out in the street. The most significant moment I've used this language ability, not only spoken but written was when my mother was diagnosed with breast cancer. From the beginning of her diagnosis I was able to accompany her everywhere. It was crucial for her to know all the steps involved in order to begin her treatment. In this case, as in many others, I realized that it was so significant to have the ability to communicate in both spoken and written languages. I had to serve not only as a comfort zone but interpreter as well. The day they diagnosed her, my mom was only focusing on the horror of having the cancer and what might happen, she was not focusing on the documentation needed and further steps involved.

My focus was on getting any type of available help/programs that would help my mother financially to further proceed with her treatment. I immediately asked for help with programs available , forms and further appointments, as well as a doctor. Day after day I was either calling or completing forms for her to get the immediate help that she desperately needed. I was able to get a state approved cancer program for all of her future medical needs. I realized that although my mother could've gotten help through other means, it would have definitely taken longer and maybe she wouldn't have qualified for the program. I used my literacy skills to act quickly on a very important, personal concern. Thankfully, my mother is alive and doing extremely well. I think this situation futher demonstrates the importance of literacy and how effective it is within our everday lives.

Autobiographical Essay #4: Talking at Two

I don’t remember much of my early years, but according to my mother I was a very interesting toddler when it came to speaking. I apparently chose to speak in my own wonky language until the age of two when I could speak in complete sentences. My mother used to always tell me, I was unlike other children in the sense that other children would say single words as they began to learn to speak, such as “cat” or “ball,” but I waited until I could clearly ask, “May I have the ball?”

In retrospect I can see that this system of waiting until I learn the entirety of something has followed me throughout my life. While other students learned lessons, such as a mathematics problem or essay structure, part by part, I absorbed everything until I was sure I could perform the lesson properly. Seeing as to perform mathematics properly you must understand all parts individually prior to a proper completion, I am still not very good at math today. However, essay writing always seemed more fluid to me: there was room for error and revision. Still it was not until I was in my freshman composition class in college that I truly comprehended the essay concept and then I flourished. While my system worked for me in some aspects of my study, it equally did not in others.

It wasn’t until my sophomore year in high school, when I was taking my first psychology class that my mother told me about my insistence on complete sentences as a child. I was quiet pleased when I heard about this; it was cool to think that I waited to speak until I could be properly understood, and it gave my some insight to my dilemma of essay writing at the time. It was helpful to realize that though I didn’t understand the individual purpose for the parts of the essay structure, i.e. introduction, body, and concluding paragraphs, by themselves once I looked at the essay structure as a whole it would click. It did. Once I saw the introduction as not only a paragraph, but a comment for what was to come in the body and as assistance to the conclusion, essay writing became all the more easier. I just had to put purpose behind what I was writing, just like I had to put purpose behind what I was saying as a child.