“Hello, Goodbye, My Home for Mexican-American Indian Girls: ESL Speech Skills” was written by Norma Landa Flores, M.A. Multicultural Speech Communication Teacher/Author/Curriculum Developer, for educators, counselors & community leaders to download @teacherspayteachers.com.
The Oral Communication lesson was written to remind multicultural communities that many culture’s beliefs, values, attitudes, languages & environmental survival needs should be integrated when planning English Language Learning and Oral/Speech Communication Curriculum.
Basically, In the first month of 1945, A Mexican-American California Indian Girl, from an East Los Angeles family is ordered by court to live away from her father and mother’s unhealthy influences of drinking, fighting with each other, swearing and neglecting their daughter’s health & well being. But, the girl’s mother would rather pay the $50.00 monthly boarding school fee for her own rent when she finds a new place to live in.
Pages 2, 3 and 4 is a short narrative poem entitled, “Hello, Goodbye, My Two Homes” It describes how Alma felt alone and abandoned when her mother and grandfather took her to Frances De Pauw School for Mexican-American Indian Girls near Hollywood, across town from East Los Angeles. She discovers that another Mexican-American Indian girl, Azusa/Susie, who used to be her neighbor on Angelina Street, near Downtown Los Angeles, is in her Rosebud Dormitory for 1st, 2nd and 3rd graders. At night they listen to stories such as “Heidi” and tell stories of their own. Alma tells about how she was chosen to be a shaman but thinks she’s really a storyteller like her Sunday School teachers and Jesus in the Bible.
When her mama takes her out of Frances De Pauw to save money and pay for rent for another garage-apartment, Alma angers the landlady by spraying her with a garden hose, when the strip-poker playing landlady yells “I’m on Fire!” This time both Alma and her mother flee to the safety of Frances De Pauw to await bus fare to Holly, Colorado where Alma’s aunt has work for them, cooking for a big “Mob of Braceros!”
Page 5 is when students have a verbal discussion with each other to respond to 5 open questions and express their opinions about how they feel or what they would do or if they know of a similar situation they can relate to in the past or in the present.
Page 6 is the Functional Pronunciation Assessment & Lesson of the vowels [ i ] Feet, [ ɪ ] Fit. Page 7 is the Assessment of Communication Competence and English Speaking Skills, ACCESS © N. L. Flores 2005 form listing six observable oral communication behaviors to rate student’s speaking skills & suggest areas of improvement. Page 8 is the Contexts & Standards-Based Criteria for Assessing speaker’s Functional Pronunciation with observable, unbiased oral communication behaviors ranging from Excellent, Very Good, Good, Risky, Poor & Dangerous.
All in all, the Short Narrative Poem, Pronunciation Lesson,Cultural Word Code Switching, Questions for open Discussion of Student’s Values and Assessment of Speaker’s Verbal Feedback using Standard American English Appropriate to Poem’s Context for grades 4-12 & Adult, History, Geography, Ethnic, Social Studies, Multicultural & English Language Learners, fulfills the mission of every teacher concerned with teaching multiculturally, realistically and ethically.