Jan 31, 2018
Undue Process Of Flaw
Undue Process Under Set Flaws By Luis Ángel Pérez, writing4light, Friday, January 12, 2018
https://writing4light.tumblr.com/post/169629334548/undue-process-under-set-flaws
seen from Saudi Arabia
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seen from Germany
seen from United States
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seen from Australia
seen from United States
seen from Australia
seen from Belarus
seen from United States
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seen from Malaysia
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seen from China
seen from United States
Undue Process Of Flaw
Undue Process Under Set Flaws By Luis Ángel Pérez, writing4light, Friday, January 12, 2018
https://writing4light.tumblr.com/post/169629334548/undue-process-under-set-flaws
Undue Process Under Set Flaws
Undue Process Under Set Flaws
By Luis Ángel Pérez, writing4light, Friday, January 12, 2018
https://writing4light.tumblr.com https://writing4light.blogspot.com
Merit is the worth that is referred to the quality in a person, action, or thing. If a claim is found to have merit – the essential fundamental nature of the claim is said to have an inherent value of goodness & legal significance, unobscured by personal feelings, procedural details, technicalities, and the like. Evidence shows that Federal Judges found sufficient merit in this Public Interest Civil Rights Complaint filed against the New York City Department of Education (NYCDOE). One Senior Federal United States Magistrate Court Judge even ruled that the NYCDOE’s –
“… motion to dismiss, be denied, in part …”. Surviving a motion to dismiss indicates that the Court drew a reasonable inference that the NYCDOE is liable for the alleged misconduct & that the case will not be thrown out of Court but instead allowed to be presented before an Open Court & Jury.
However, despite such recognition, after multiple derailments by Court Officials to block such grievance from ever entering an Open Court, Jury, & Public Record – on January 02, 2018, [for Case # 17-3111 (RAK)(COW) Perez v New York City Department of Education, (NYCDOE)], the Court of Appeals for the Second Circuit of New York had once again, [as they ruled back in May 03, 2017 for related Case # 17-55 (RAK)(COW) Perez v New York State United Teachers/United Federation of Teachers, (NYSUT/UFT), Union], concluded that the complaint is – “… DISMISSED because it lacks an arguable basis either in law or in fact.”
Would the reportedly Highest Ranking & Highest Paid Officer of the NYC Public School, Chancellor Carmen Fariña, [also Former Educator, Former Principal, Former Superintendant, Former Deputy Chancellor], just days before the big & distracting end of the year holiday break of December 2017, abruptly announce her resignation from such powerful position, if she had no basis in law or in fact to do so?
And, approximately fifty-six days prior to her resignation, would Longtime Top Brass Special Commissioner of Investigations for the NYC Public School System, Richard J. Condon, [also Former First Deputy Commissioner of the New York Police Department, Former Police Commissioner, Former Commissioner of The Division of Criminal Justice Services Under Governor Cuomo], abruptly announce his resignation from such powerful & high salaried position in late October of 2017, if he had no basis in law or in fact to do so? Mr. Condon’s extensive experience in the Law Enforcement & Criminal Justice fields puts into perspective the level of comfort displayed by DOE Officials when they engage in abuse of power & obstruction of investigations & justice. Why did local media, especially education reporters, not sufficiently cover this particular & important Public Interest resignation?
“Some see complaints … as sometimes playing a destructive role in schools,
as teachers or principals might file complaints as a cudgel against those with whom they disagree.”
“Even if individuals are cleared, the investigations can drag on, leaving a cloud hovering over the institution.”
Mr. Condon According to The New York Times, October 26, 2017
https://www.nytimes.com/2017/10/26/nyregion/schools-investigator-richard-condon-retiring.html
“Time’s Up” For The DOE
It took the mindfulness & courage of a very few of our most famous, well established, wealthy, formerly victimized white sisters to publicly denounce harassment & inequality in the workplace in order to really move the needle toward reform for abuse that for too long too many in law enforcement & public office have known about but, for different reasons, opted to ignore; in turn, further damaging souls & delaying the successful progress of humanity. DOE TOO is infected with & in dire need for the quelling & inoculation of such monstrous peril but do we too require a “separate but equal” set of elite heroin voices in order to incite real reform & emancipation?
The current pulse to the “Me Too”& “Time’s Up” movements to cultivate a culture shift far away from the harmful & scarring indignations of sexual harassment & inequality in the workplace can rationally be expected to grow faint & soon die so long as humans continue to neglect the open discourse & proper address of such abuses of power within one of the most critical operations to human learning & democratic values – our Education System.
Now It Is Up To The Supreme Court of The United States, The Attorney General of The People of New York,
The New York State Union, The Mayor of New York &/or The Department of Education To Do What Is Right For The People.
Will The Honorable Supreme Court of Our United States Be The Model To
The Firmest Pillar of Good Government & Help Heal Our Humanity?
Grievance Now Submitted To The Supreme Court As Of January 08, 2018.
* Much Love To Everyone *
What Kind of Opportunities Does Such Instability Breed 4 Others?
What Kind of Opportunities Does Such Instability Breed 4 Others?
What Kind of Opportunities
Does Such Instability Breed 4 Others?
Luis Ángel Pérez
Monday, January 12, 2017
Emanuel averts witness stand as city settles suit by whistleblower cops,
Jason Meisner, Chicago Tribune, May 31, 2016
http://www.chicagotribune.com/news/local/breaking/ct-whistleblower-cops-code-of-silence-trial-met-20160530-story.html
Code of Silence: Operation Smoke and Mirrors,
Jamie Kalven, The Intercept, October 06, 2016
https://theintercept.com/series/code-of-silence/
Blame 2 Derange Etiology & Prognosis Hoping Nobody Notices,
Luis Ángel Pérez, January 3, 2017
http://writing4light.blogspot.com/2017/01/blame-2-derange-etiology-prognosis.html
https://writing4light.tumblr.com/post/155397399293/blame-2-derange-etiology-prognosis-hoping-nobody
Prison Labor = Free Labor =
Exploitation = Modern Slavery
ALEC + Government + CCA =
Mass Incarceration + Mass Wealth 4 Some + End of Civilization
The 13th Amendment To
The Constitution of the United States
The Exploited Loophole to Legalize Slavery
“Neither slavery nor involuntary servitude,
except as a punishment for crime
whereof the party shall have been duly convicted,
shall exist within the United States, …”
The Thirteenth Amendment, (XIII),
To The Constitution of the United States of America
“95% of the elected prosecutors
throughout the United States
are white.”
Ken Thompson, District Attorney, Brooklyn, New York
“United States is home to 5% of the population
but 25% of the world’s prisoners.
Think about that.”
President of The United States Barack Obama
“American Legislative Exchange Council, (ALEC)”
“Private Club of Politicians & Corporations”
“Roughly 1 in 4 state legislators are members”
“A political lobbying group”
“They write laws and give them to republicans”
“Around for nearly 4 decades now”
“Corporations have been influencing laws now
for decades through ALEC.”
– “… written by ALEC …” –
“Stand Your Ground Law”
“Senate Bill No. XXX”
“Electricity Freedom Act”
“3 Strikes & Your Out Law”
“Mandatory Sentencing”
“SB1070”
“Today, the American Bail Association is still part of ALEC”
“Correctional Corporation of America, (CCA), Georgia.”
“The Correctional Facilities of America”
“$1.7 Billion Profit”
“… gets rich off of punishment.”
“Jenkins Correctional Center,
the 1st Private Prison Industry in the United States.”
“Started as a small company in Tennessee in 1983.”
13th
“Slavery, Jim Crow, Criminalization, Links in a Chain of Racial Inequality,
Forged by Political and Economic Motives.”
Directed by Ava DuVernay, Netflix Original, 2016
Official Trailer
https://www.youtube.com/watch?v=V66F3WU2CKk
https://www.netflix.com/title/80091741
The Toxic & Oppressive Impact of The Implementation of a Famous Behavior Modification Strategy That Stem From Scientific Research in Psychology & Human Behavior Known as Experiments in Stimulus Discrimination; (Classical/Respondent & Operant Conditioning),
Specifically Used to Conduct Discrimination Training.
Conditioned Response
By Way of a Learned Negative Association
Intentionally Elicited, (or brought-out),
By Other Humans
“The Nixon campaign in 1968 and
the Nixon White House after that had two enemies.
The anti-war left and black people. You understand what I’m saying?
We knew we couldn’t make it illegal to be either against the war or black …
but by getting the public to associate the hippies with marijuana
and blacks with heroin and then criminalizing both heavily,
we could disrupt those communities…
we can arrest their leaders, raid their homes, break-up their meetings,
and vilify them night after night on the evening news.
Did we know we were lying about the drugs?
Of course we did.”
John Ehrlichman, (Nixon Advisor)
Year U.S. Prison Population
1970 357,292
1980 513,900
1985 759,100
1990 1,179,200
2000 2,015,300
2014 2,306,200
13th
“Slavery, Jim Crow, Criminalization, Links in a Chain of Racial Inequality,
Forged by Political and Economic Motives.”
Directed by Ava DuVernay, Netflix Original, 2016
Official Trailer
https://www.youtube.com/watch?v=V66F3WU2CKk
https://www.netflix.com/title/80091741
“Where Do We Go From Here?”
We go back to where it all started – inside. We travel deep inside to closely examine why; to be clear and learn of the things the self had missed and have done to allow all of this to become. We love, forgive, and go on – but to emancipate for our mistakes – pass these valuable lessons on; about the areas we have grown to see are in much dire need of our Natural healing seeds. We ceaselessly educate our young to educate their young, so forth and so on, as we all become healers of such harm to the human race and reach a state where we know nothing less. We go to a place where we all Naturally embrace the notion that harm to one is harm to all. To a place where the norm for all humans is to distinguish their inner power and influence, consistent with Nature’s greater goodness, and from this higher-Self we change our world.
You opened-up many eyes to a loophole exploited and why. Something many humans must have seen before but were too afraid to scream. Humans with media/publishing power and influence consistent with Nature’s greater goodness – inundate light to these unspoken corners of life. Provide the stage to give a face to such plight and those that stand on the sides. Give a loud public voice to the truth-tellers for justice before they leave us. Help make this the norm instead of this silent storm.
We have to create a demand for change to counteract the propaganda that, “we are all ridding on a gravy train”. Repeated exposure of the damage this silence has caused us should be rigorously used as a learning tool to heighten awareness with an empowering finish of how all humans can do their part to help diminish harm by refining perceptions of “need” from “greed” and the monumental worth it would mean to humanity – to sacrifice all else which feeds such monstrous misdeeds. This is a critical tool to heighten awareness about the importance of becoming more selective about who we support with the power of our ratings, the power of our service, and the power of our purchase.
We are the pillars to this gigantic pedestal. We do the work, we purchase the products, and we frequent the networks. Toxic corporate supplies will diminish if we all seriously demand for it to finish. If we demand change, our individual behaviors must become the force to support such change. If we create a greater demand for products made without the exploitation of another healing for humanity will inevitably follow.
We must also call on our healer sisters and brothers to distinguish their inner power & influence, that which is consistent with the goodness of Nature, and from this higher-Self extend their moral & ethical principles and honor their social contract, their oath & duty to be truthful, abide by the precept to – do no harm, protect the public, and promote human health for all.
Why are the lavishly paid “leaders” - from our Legal Departments &
the American Psychological Association (A.P.A.),
Developmental Psychology, Educational & School Psychology,
Cognitive/Clinical & Counseling Psychology, Behavioral Psychology,
Social Psychology, and Industrial & Organizational Psychology,
and other health professionals
not loudly & publicly denouncing & dissenting
the inhumane conditions which humans, (children, students, educators, families),
are repeatedly subjected to within such critical systems to human health & public good
&
against the harmful manner in which behavior control models
are maliciously & covertly implemented.
Why are they not incessantly & loudly calling out for
the much needed reform & accountability
in the manner in which schools & many of these human health
& safety public agencies are managed?
Why are they not joining forces to help solve many of these societal problems
which continue to plague the welfare of humanity &
the ultimate survival of the human race?
Why are they not joining forces to
be truthful, “do no harm”, promote human health, &
protect the public & the ultimate survival of the human race?
Through commercial ads,
embedded into screenplays & curriculums,
public-access media, exposure to texts,
there is a myriad of ways to educate
& ceaselessly remind all humans that
before they were hired
by any company or organization,
every human’s first job in life,
in this world that we all share,
was simply to survive,
by following Natural rules.
The farther away we go
from this Natural reality we all come from,
the greater harm we cause
to all of humanity
&
the closer we become to extinction.
Thank you, Much Peace & Love to All.
May Your Lives Flourish With Abundant Reflection & Goodness.
Awareness Is Power So Please Continue To Follow
Luis Ángel Pérez
Degrees in Psychology & Education
Mental Health & Social Service Counselor
Public School Science & Mathematics
Middle School- Seventh & Eighth Grades
Elementary School- First & Fourth Grades
Educator & Advocate
Blame 2 Derange Etiology & Prognosis Hoping Nobody Notices
Mind What You Learn
Segregating Language by Color: Red for Spanish & Blue for English
Luis Angel Perez
Educational Research
Spring 2009
Abstract
The purpose of this study was to explore the relationship between the colors in which written material (texts) are presented to students in a classroom setting and student behavior in the form of interest exhibited toward the presented texts. This experiment explores a long standing yet scientifically baseless practice in dual language schools; The practice of presenting English texts in the color blue and Spanish texts in the color red. I investigated this practice to gain a better understand of how it actually relates to a learner’s interests and needs. The investigated hypothesis was that students will demonstrate a greater preference to work with texts in multi-colors over texts presented to them all in one color, either all in red or all in blue. Additionally, learners will demonstrate a preference for multi-color texts despite the language in which the texts are presented, either in Spanish or in English. This study shows that students are indeed more interested in working with texts that are presented to them in multicolor over texts presented all in red or all in blue.
Table of Contents
Introduction ………………………………………………………………......…3
Methodology …...……………………………………………………………..…8
Findings & Analysis ……..………………………………………………..….12
Conclusion & Implications……………………………………………………...15
Reference………………………………………………………………………..17
Appendix…………………………………………………………………….......18
Introduction
When I sit back to reflect on the many texts I have read pertaining to the many problems encountered in the field of education, particularly those which concern multilingual learners, I cannot help but to notice an intense and carefully orchestrated blame game. The academic field is saturated with the practice of pointing the finger at someone else when something goes wrong or does not work satisfactorily. This reminds me of a common phrase my grandmother always used; every time you point a finger at someone you have three other fingers pointing right back at you, (meaning the middle, ring, and small fingers). It is a rarity to find a text where the author passing judgment is making such judgment about their own performance or what they themselves may have done to contribute to the problems in the field. Off the top of my head I can only think of one such text written by Cynthia Ballenger titled Teaching Other People’s Children. This book describes how, instead of blaming others for the difficulty she encountered in teaching a classroom of Haitian students, a North American teacher looked closely at her own personal philosophy and interpretations especially when she was assessing her students. This book gives credence to the significance of looking closely at the self and to the importance of the practice of scrutinizing what we do with our learners in order to have a better idea of the effectiveness of our own practice, (as opposed to looking for someone else to blame and always thinking inside the box).
Inspired by Cynthia Ballenger I yearn to become more critical of my own craft as an educator and instead of looking in the outside for loose bolts I will focus more on tightening the bolts of the inside. In order for me to zero in on my own biases and in order for me to actually practice scrutinizing some of what I actually do with my learners I did two things in this research. Firstly, I indulged myself in reading research pertaining to the impact which the concept of bilingualism has on the individual mind, particularly that of the learner as well as the “professional” policy makers in the field of education. I also researched several studies which shed light on the motivational and intellectual performance of a learner in respect to the use of the color red. I researched these areas to help me understand more about how the concept of bilingualism affects an individual’s cognition and in turn their decision making process as well as to further my understanding on the psychological and behavioral affects that colors have on people. Secondly, I challenged a long standing practice in dual language schools; the practice of presenting to dual language students English texts in the color blue and Spanish texts in the color red. I investigated the significance of this practice by studying a group of 30 eighth grade students (18 females & 12 males), from a dual language middle school in upper Manhattan. I examined the hypothesis that learners will demonstrate a preference to work with multi-step mathematical problems presented to them in multi-colors over ones presented to them all in one color, either all in red or all in blue. In addition, I examined the hypothesis that learners will demonstrate a preference to work with multi-step mathematical problems presented to them in multi-colors despite the language in which the problems are presented, either in Spanish or in English.
There are two factors which motivated me to explore closely this common practice in dual language programs. For one, as a dual-language mathematics educator, I have noticed the difference in the level of attentiveness projected by my students when I use a different color to depict each of the steps in a multi-step mathematics problem compared to presenting the entire problem all in one color. According to informal observations, students are noted to demonstrate a better posture, seem more attentive to the material, and overall seem more interested in the lesson when the texts are presented using multiple colors as opposed to just one color. Additionally more evidence of their preference for multicolor text over same color text was noted when students were asked to create independent work that requires them to show all the steps and explain their process. A great number of students created their work using multiple colors as opposed to only one color. Another motivating factor for me to pursue this experiment was the idea that although administrators try vigilantly to enforce the separation of language into colors, no one has actually been able to produce or guide me in the right direction to find research that credits the effectiveness of this practice or the benefit that it allegedly provides for the learner. Since there is no data to back up this practice I decided to create an experiment that will produce quantitative information that may help shed light on what type of text students actually find more appealing and engaging to work with between the following choices; all in red text, all in blue text, or all in different colors text.
School administrators argue that a teacher must maintain “transparency” in their classroom environment. Meaning that it should be clear to an observer walking into the classroom, without having to ask any questions, exactly the topic which is being discussed, what unit of the curriculum the class is currently covering, what tasks are the students responsible to complete, what topics they have worked on recently and prior to that, and in dual language classes what text is written in Spanish and which is written in English. Theoretically, this is done for the benefit of the students because they will have available to them organized information for later reference and connection building. Although the idea of maintaining a transparent environment has its benefits, during some informal interviews I learned of some of the dissonance precipitated by such push.
Some teachers believe that classrooms are not large enough to maintain all this work organized on the walls particularly in classes where multiple subjects are taught in multiple languages. Other teachers argue that having too much work up on the walls creates a cluttered, disorganized, uncomfortable, and distracting environment for children in a place where they are expected to remain focused. Yet other teachers argue that administrators are merely conforming to the needs of outside observers and not necessarily considering the best interest of the students. This poses an interesting question; Is the decision to separate English into blue and Spanish into red a decision made in the best interest of the students, the policy makers, or a little of both?
One particular aspect of the concept of classroom transparency that interests me is the practice of separating the language texts posted on the classroom walls of dual language classrooms by color. Administrators of dual language programs across the city enforce the practice of maintaining the Spanish texts in the color red and the English texts in the color blue. The premise behind the color coding of these two languages stems from the idea that such practice assists dual language students discriminate, with much ease, the language of the work that is posted especially when the student is searching for the work in order to make connections and or scaffold their learning. Unfortunately, this practice has not been formally examined.
Since I noticed students to be more attentive and engaged to the lessons when I present them with multicolor materials in mathematics over just one color type, I felt compelled to test the student’s reaction toward multi-color texts compared to text depicted all in blue or all in red. As a dual language mathematics teacher I have observed that middle school students prefer when I present to them a multi-step mathematical problem using a different color to present each step as opposed to presenting all the steps using only one color. I believe that students will demonstrate the same preference despite what language the material is in, Spanish or in English. My goal here is to construct a test to collect quantitative data that will show that in my mathematics class a significant number of students prefer to work with and respond better to posted materials which are depicted in multi-colors as opposed to materials depicted all in the color red or all in the color blue, despite what language is used to present the materials, (in this particular study Spanish or English). Students were provided with a permissions slip for their parents to consent their involvement in this study, (see appendix B).
The following annotated bibliography was constructed out of the need to enhance my knowledge about the different affects which the concept of bilingualism actually has on a person’s cognition; particularly the cognition of the learner and the policy makers that have a direct impact on the environment of the learner. Following the annotated bibliography I describe the methodology that I used in order to try to quantify the preferences and perspectives of 30 dual language middle school students in respect to this practice.
Methodology
Calculating Red for Spanish & Blue for English
The purpose of this study is to determine whether eighth grade students prefer to analyze for errors multi-step mathematical problems when each step of the mathematical problems is presented in different color as opposed to each step presented all in the same color, either all steps in blue or all steps in red. Determining what stimulates student interest may help identify important factors that keep students attentive to the lessons provided. 30 eighth grade students (18 females & 12 males), were examined in this study. These students attend a dual language school in the northern part of Manhattan. For the purposes of anonymity the name of the school will remain confidential.
I used a Smart Board Computer Software, which works similar to the Power Point Computer Software commonly known to Microsoft users. I created 24 slides. Each slide created has the same math problem on both left and right sides of the slide but they differ in color pattern. Students were not told that both problems on each slide were the same and only differed in the color in which they were presented. One side of a slide will present the problem worked out, step by step, each step in different colors and the other side will present the same problem worked out step by step, each step in either all blue or all red.
All the slides were presented in random order. In order to rule out or control for color combination preferences I used four different multicolor combinations. There were four different multicolor combinations used in this study. See sample of a slide in appendix A.
(1) Eight slides contained the following combination of colors: Steps 1, 2, 3, & 4,
were presented in orange, blue, green, & brown, respectively.
(2) Eight slides contained the following combination of colors: Steps 1, 2, 3, 4, 5, 6,
& 7, were presented in green, orange, blue, turquoise, gray, yellow, & black, respectively.
(3) Four slides contained the following combination of colors: Steps 1, 2, & 3,
were presented in green, blue, & red, respectively.
(4) Four slides contained the following combination of colors: Steps 1, 2, 3, 4, 5, 6,
were presented in blue, green, yellow, red, turquoise, & black, respectively.
Procedure to Choose Your Problem:
Eighth grade students were told that they were going to be presented with a number of different mathematical problems which they are familiar with and that seventh grade students attempted to solve. Subjects were explained that they will be presented with two mathematical problems at a time. They were told that out of the two problems on each slide they had to choose the one problem which they would want to analyze for errors at a later time. They were also told that this process will be repeated for 24 slides. Each student was given a clip board with a protocol check-off sheet where they will select the problem which they preferred to analyze at a later time for errors. The protocol sheet contained forty eight cells. Each pair of cells numerated one through twenty four; 24 for the problems on the left side of the slides and 24 for the problems on the right side of the slides. Each student was told that the slides were going to change rapidly from one to another so they must make their selection quickly. This warning was also provided so that the student does not try to scrutinize each slide for errors at that particular moment of the presentation. Students were reminded that they are only selecting the problems that they are going to examine at a later time. Each slide lasted approximately 2 seconds before moving on to the next slide. Students were also told that the examiner will say out loud the number of the slide so that they are always clear what number slide they are up to and what cells to check off on the protocol.
Type of Mathematical Problems and Format of Presentation:
All together 24 slides were used in this study. The step by step format for 20 of the mathematical problems were presented laterally (first step beginning at the top, directly beneath the actual problem, and last step ending at the bottom of the page). The step by step format for 4 of the mathematical problems were presented horizontally (step one beginning on the left side, directly beneath the actual mathematical problem and the last step ending on the right side beneath the actual problem). 6 different types of 8th grade mathematical problems were used in this study.
2 problems showed each step taken to find the slope of two given points using the slope formula. Each of these problems were presented in the English language all in blue versus multicolor (2 slides) and all in red versus multicolor (2 slides) as well as in the Spanish language all in blue versus multicolor (2 slides) and all in red versus multicolor (2 slides). This made a total of 8 slides.
2 problems showed each step taken to find the equation of a line when given the slope and only one point on that line. Each of these problems were presented in the English language all in blue versus multicolor (2 slides) and all in red versus multicolor (2 slides) as well as in the Spanish language all in blue versus multicolor (2 slides) and all in red versus multicolor (2 slides). This made a total of 8 slides.
1 problem showed each step taken to determine whether three given points are collinear to each other (determine if the three points lie on the same line). This problem was presented in the English language all in blue versus multicolor (1 slide) and all in red versus multicolor (1 slide) as well as in the Spanish language all in blue versus multicolor (1 slide) and all in red versus multicolor (1 slide). This made a total of 4 slides.
1 problem showed each step taken in order to re-write an equation in slope intercept form. This problem was presented in the English language all in blue versus multicolor (1 slide) and all in red versus multicolor (1 slide) as well as in the Spanish language all in blue versus multicolor (1 slide) and all in red versus multicolor (1 slide). This made a total of 4 slides. Each slide was arranged in a random order and presented in both Spanish and English.
Observations:
Students were observed during their selection process. The examiner assured that each student scanned both left and right side of the slide at least one time prior to making a selection on their protocol check-off sheet. If this behavior was not noted by the examiner the examiner made a note of the number of the slide in which this occurred and what ever selection was made of that slide will not be included. Fortunately, in this study every student scanned both sides of each of the slides at least one time prior to looking at their clip board and gesturing the making of a selection. Behavioral observations and comments made by subjects were later used to help interpret the data attained in this study.
Findings and Analysis
Comparing Spanish Multicolor Problems with All In Red Problems:
Five of the thirty students in this study demonstrated an even split by selecting 50% multicolor problems and 50% all in red problems when the problems were presented in the Spanish language. Out of the remaining twenty five students, 52% selected multicolor problems and only 48% selected all in red problems, between 67% and 100% of the time. These results indicate that the majority of the students in this study favor working with Spanish multicolor problems over Spanish all in red problems.
Comparing Spanish Multicolor Problems with All In Blue Problems:
Four of the thirty students in this study demonstrated an even split by selecting 50% multicolor problems and 50% all in blue problems when the problems were presented in the Spanish language. Out of the remaining twenty six students, 54% selected multicolor problems and only 46% selected all in blue problems, between 67% and 100% of the time. These results indicate that the majority of the students in this study favor working with Spanish multicolor problems over Spanish all in blue problems.
Comparing English Multicolor Problems with All In Red Problems:
Six of the thirty students in this study demonstrated an even split by selecting 50% multicolor problems and 50% all in red problems when the problems were presented in the English language. Out of the remaining twenty four students, 58% selected multicolor problems and only 42% selected all in red problems, between 67% and 100% of the time. These results indicate that the majority of the students in this study favor working with English multicolor problems over English all in red problems.
Comparing English Multicolor Problems with All In Blue Problems:
Three of the thirty students in this study demonstrated an even split by selecting 50% multicolor problems and 50% all in blue problems when the problems were presented in the English language. Out of the remaining twenty seven students, 41% selected multicolor problems and 59% selected all in blue problems, between 67% and 100% of the time. In contrast to the results of the other sections tested in this study (mentioned above), these results indicate that the majority of the students in this study favor working with English all in blue problems over English multicolor problems.
See Data Table #1 above:
Segregating Language by Color: Red for Spanish & Blue for English
Overall, 75% of the sections tested in this study showed that students have a preference to work with multicolor texts over single color text of either all in red or all in blue.
See Data Graphs # 2 above:
Segregating Language by Color: Red for Spanish & Blue for English
Conclusion & Implications
In conclusion, the results of this experiment support both my hypotheses. Learners demonstrated a preference to work with multi-step mathematical problems presented to them in multicolor over ones presented to them all in one particular color, either all in red or all in blue. Additionally, learners demonstrated a preference to work with multi-step mathematical problems presented to them in multicolor over ones presented to them all in one color despite the language in which the problems were actually presented in, either in Spanish or in English.
Similar to Bhatia and Ritchie’s argument that emotions may be coded differently into two different languages due to our association of that emotion to the language used to express the emotion, Bhatia and Ritchie, 2004), emotions and experiences may also be coded in colors which may explain why my results showed that students preferred to work with many different colors as opposed to one specific color. In fact, Markus Maier argued about this type of coding in colors in his study. He argued that the color red has been associated with so many negative concepts such as emergency lights, blood, errors in assignments, stop signs, and the like, that the mere use of this color in learning may precipitate similar negative emotions, (Maier, 2008). In my opinion such negative emotions may be inadvertently associated with the Spanish language. If we closely consider Andrew Elliots study where he demonstrated that the color red contributes to avoidance behavior in learners, (Elliot, 2009), we are actually compounding the above mentioned negative association with the added problem of facilitating a divorce between a person and the Spanish language by promoting avoidance behavior toward the Spanish language. It is also important to mention here that the results of my study also revealed that although the use of multicolor texts was preferred by students across the board when comparing all red with all blue learning texts students in my study also showed an avoidance toward the color red and demonstrated favor for the color blue.
Perhaps the impetus to such divorce is purely unintentional or perhaps these are sublime attempts to sabotage by a people that may consider the Spanish language to be inferior to the English language. According to De Groot and Kroll’s study some people believe that speaking more than one language is not natural and that this view is prevalent in the educational system (Groot & Kroll, 1999). Goshgarian argued in his research report that many people are so critical of the Spanish language because the “status quo” actually lives in fear of a societal take over by Hispanics by way of infiltrating the English language with the Spanish language.
Since there seems to be no studies done in the area of segregating languages into colors I hope that my experimental research will inspire further investigation with larger samples, examining different grades, and different languages. The results of this study encourage me to always consider the needs of the students when planning lessons. It also empowers me to trust my observations and intuition about the dynamics which I observe in the classroom. The results of this study helps me put together the courage to closely examine, by way of experimentation, what we as educators are delegated by others outside of the classroom to implement. Policy makers should take the results of this study into consideration and revisit and scientifically scrutinize the validity of their policy to segregate languages by color as well as other language relevant policies.
References
Ballenger, C. (1999). Teaching Other People’s Children.
New York: Teachers College Press.
Bhatia, T. & Ritchie, W. (eds.) (2004). The Handbook of Bilingualism,
Bilingualism: Language, Emotion, and Mental Health, 250 – 280
New York: Blackwell Publishing Ltd.
Bratt, P., & Tucker, R. (eds.) (2003). Sociolinguistics: The Essential Readings,
Linguistic Diversity, Schooling, and Social Class: Rethinking Our Conception
of Language Proficiency in Language Minority Education, 329 – 340.
New York: Blackwell Publishing.
De Groot, A. & Kroll, J. (eds.) (1999). Tutorials in Bilingualism:
Psycholinguistic Perspective. The Consequences of Bilingualism for
Cognitive Processing, 279 – 299. New York: Lawrence Erlbaum.
Elliot, A. (2009). The Effect of Red on Avoidance Behavior in Achievement
Contexts. Personality and Social Psychology Bulletin, 35(3), 365-375.
Goshgarian, G. (eds.) (2007). Viva Spanglish! Exploring Language, 134 - 135.
New York: Pearson Longman.
Maier, M. (2008). Mediation on the Negative Effects of Red on Intellectual
Performance. Personality and Social Psychology Bulletin, 34(11), 1530-1540.
Martin, J. & Nakayama, T. (1998). I, We, And The: Readings in Cultural
Contexts, 345 – 356. New York: Mayfield Publishing Company.
See Sample of Mathematical Slides Used in This Study above: # 3
Segregating Language by Color: Red for Spanish & Blue for English