**Leveraging Language Quirks: The Power of Teaching with Commentary**
In 2016, a group of 21 special education teachers from the Philippines embarked on a new journey to teach in a Bay Area school district. Among them was Jenine Catudio, a Filipino newcomer navigating the intricacies of language and cultural expectations in her role as an educator. As Jenine reflects on her experiences, she unveils the challenges and triumphs of teaching with a diverse background and a unique perspective.
Facing Language Barriers and Cultural Norms
During an orientation session, the Filipino teachers found themselves hesitating to ask questions in front of an administrator, a stark contrast to the vibrant discussions that flourished in their native language afterward. This reluctance stemmed from cultural norms that prioritize subtlety over directness and instill a fear of questioning authority. The fear of making grammatical errors or mispronunciations also hindered their communication.
In her interactions with colleagues and students, Jenine encountered instances where language quirks and accents influenced perceptions. From describing her class as an “amalgam of different abilities” to facing pronunciation challenges, she grappled with the nuances of English language instruction. Despite English being a medium of instruction in the Philippines, conversational nuances and pronunciation differences often went unaddressed, creating a language barrier for Filipino educators.
Embracing Cultural Sensitivity and Empathy
As Jenine reflected on her journey, she realized the importance of speaking up and advocating for her students, despite her fears rooted in cultural communication styles. She discovered that her colleagues valued her authenticity and were supportive of her accent and grammar mistakes. This newfound confidence allowed her to connect with her students on a deeper level and create a culturally responsive learning environment.
Jenine emphasizes the importance of recognizing perceived weaknesses while harnessing strengths to benefit students. Filipino teachers, as English learners themselves, can empathize with minority students facing similar language challenges and offer valuable insights rooted in shared cultural experiences. By embracing cultural sensitivity and empathy, educators can cultivate inclusivity and mutual understanding in the classroom.
In conclusion, Jenine Catudio’s journey as a special education teacher and autism advocate exemplifies the power of teaching with commentary. Through her experiences, she highlights the significance of overcoming language barriers, embracing cultural sensitivity, and fostering empathy in education. As educators strive to create culturally responsive classrooms, Jenine’s story serves as a testament to the transformative impact of leveraging language quirks in teaching.
**Jenine Catudio** is a special education teacher and autism advocate from the Philippines who taught students with mild to moderate disabilities in West Contra Costa Unified in Richmond.
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