Trudie Aberdeen is a long-time language educator and
social justice advocate. She is currently working on completing her PhD on the
topic of heritage language acquisition. In addition, she teaches English to
adult newcomers to Canada. Her academic interests include refugee education,
multilingual literacy instructional practices, language conservation, action
research, and language instruction for heritage language learners. Her research
can be found in the following journals: The Manitoba TEAL, Multilingual
Discourses, and the 9th Low Educated Second Language and Literacy Acquisition
(LESLLA) Symposium. She also serves as the book review editor to the Canadian
Journal of Action Research.
Hal J. Friesen: The passion for your work is clear in every aspect
of your writing. How long has heritage language acquisition been a part of your
life? What started it all?
Trudie Aberdeen: I was raised in a
middle-class, English-speaking family in Alberta. My childhood was fairly
normal. And when I was a little bit older, similarly to most rebellious
teenagers, I took my teenage angst and raged against my parents. While others
were sexing, drugging, rock-n-rolling and doing other “naughty things”, I
inflicted on my father what I thought might have been one of the most painful
childhood revolts I could think of: I went to Campus St. Jean and took
university in French! On my personal journey to bilingualism, I learned about
the power of language along the way.
Contrary to
current popular belief, I’m not really a natural when it comes to language
learning. I’m someone who learns with moderate aptitude and great effort. I was
always fairly successful in school, so learning that language learning was hard
was a shock for me. So despite by best enthusiasm, I wasn’t successful my first
year and was put on academic probation. Because I struggled with the language I
was in a place very few white, middle class, English-speaking women with
average intelligence ever get to be: I wasn’t part of the mainstream. For me,
this is when I realized how language (or lack thereof) can limit one’s chances
of success. I finished my degree successfully, although it took me more than
four years and I had to spend a year in language classes in Quebec, but I
eventually triumphed.
I taught in
Japan for several years in an international school. I was the English as a
second language teacher to elementary school aged children whose parents moved
temporarily to Japan for business or diplomatic missions. I saw how quickly
many of my students learned English and how quickly many of them forgot their
mother tongue. I saw the parents who were “trapped” because if they moved home
they could no longer put their children in school because the children couldn’t
read or write their “mother tongue”. I
also worried a lot for my students who appeared to have learning disabilities.
Parents, colleagues and I often asked, “What is this child’s issue? Is it a
language learning inability or something bigger?” Often it is difficult to
know.
When I
started my doctoral studies, I began to take interest in adult literacy
learners. In my field of English as a second language teaching and learning,
literacy learners are adults who grew up never learning to read their mother
tongue, mostly due to limited opportunities because of gender, poverty, or war.
Their lack of first language education impacts on their opportunity to learn
English. They often struggle with things that most of us take for granted:
following instructions for over-the-counter medication, signing their children’s
homework log, figuring out a map, and reading street signs. Despite all of
their challenges, all of those I have worked with have an undeniable spirit,
determined outlook, and an often overlooked sense of intelligence.
My
dissertation, however, looks at heritage language learners. These are usually
the children of immigrants who have to navigate cultures and languages, not
being conventionally “Canadian” and first-language English speakers, but not
being of the same language and culture as their parents, either. Most of these
children struggle to keep the language of their parents and cannot without the
help of a larger language community and school. My work is looking at how
schools and communities can support these students.
Heritage
language learners and adult literacy learners do not initially seem connected,
but they share many commonalities. Both groups often are trying to learn
language in an environment that is limited in exposure to language. Both are
often trying to learn language without literacy. In many instances, these two
groups can be within the same family. Some immigrant parents (especially those
with limited literacy) can struggle to learn English and their children can
struggle to maintain their first language. In my line of work I have met many
people who are unable to have a basic conversation with their parents because
they do not know enough of each other’s language to exchange more than limited
small talk.
HJF:
There seems to be a message or end
goal with your writing / research. What is it you hope to achieve at the end of
your dissertation?
TA: I hope to show the world
exactly how much expertise exists in the field of heritage language education
in Alberta. I wish politicians, educators, and scholars to know about the
challenges and limitations that programs face so that they can receive better
support in doing what they do best.
HJF: Who has inspired you as either a writer or
researcher?
TA: My four favorite researchers
are Dr. Olenka Bilash, Dr. Kenneth Schaeffer, Dr. Nick Ellis, and Dr. Elaine
Tarone. All four are gifted scholars and educators. However, what I admire most
about them is their compassion and vision for making the world better for others.
HJF: Would you be willing to share one or two stories from your experience
as a language educator?
TA: In 2004, I had a beautiful
kindergarten student from Sweden called Hedda. She was a dream child: polite,
kind, energetic, brilliant, and friendly. She started school in September and
by Christmas she was speaking English well. Her reading level was near the top
of her class. At the parent-teacher interviews, I gave her parents “the talk.”
I warned them about language loss and the importance of first language
maintenance. I told them that they had better start planning for her Swedish or
else it would be gone. I recommended that they find her a tutor and begin
reading lessons as soon as possible.
While
Hedda’s mother seemed convinced by my message, her father was less so. He
responded firmly, but politely, that Hedda was a little girl. She had just made
a huge adjustment, according to her father, by leaving her extended family
behind in Sweden and moving to Japan, and furthermore, she needed to worry about
enjoying herself, not planning for her future education. I responded that while
I respected his point of view, he should at least consider my suggestion. He
told me that he would think about it after his family returned from their
holiday in Thailand.
Sadly, all
four members of Hedda’s family were lost in the 2004 tsunami that killed more
than 250,000 people on Boxing Day. I often think of her and her beautiful
family. I often think of the advice I gave to her parents, and consider what
her father responded to me. For language learning, we need to have long-term
planning, and to prepare for what is coming ahead. At the same time, we need to
remember that this moment might be all that we have.
HJF: Why do you personally think language is important?
TA: If
you ask a brain researcher or a psychologist, they will tell you about all of
the cognitive benefits of bilingualism. Of course, I believe all of these
things are true such as bilingualism increasing intelligence and delaying the
onset of Alzheimer’s disease. Still for me, the most important aspects of
language learning are social in nature. Language connects people to
opportunities and it connects us to one another.
Trudie Aberdeen’s piece “Newcomers to Canada and Edmonton Public
Libraries” is featured in Between the Shelves, now available
on Amazon and Createspace!
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