Sponsorship through relationships
Deborah Brandt defines sponsors as “any agents, local or distant, concrete or abstract, who enable, support, teach model, as well as recruit, regulate, suppress, or withhold literacy – and gain advantage by it in some way” (14). While viewing ELL students’ English literacy acquisition through an academic lens, we may be tempted to focus solely on the formal institution of the education system as the primary source of English literacy sponsorship. However, only a small number of the interviewees recall English being an important part of their education in their home countries. Rather, it was the strong influence of family relationships that became a recurrent theme when discussing what factors pushed and inspired them toward English study.
Tae recalls reading simple children’s books in English in kindergarten, yet when asked which of these books stand out in his memory, he finds them hard to recall. The “Three Little Pigs” are the only English story that he can definitively remember reading. These classroom experience memories pale in comparison to the influence of his sister, who studied before him in the United States and inspired him to follow suit.
In Saudi Arabia, the population is fairly familiar with American media and the “Hollywood” machine. Abdul tells us that many of his family members are familiar with English. His wife and brother both speak the language and travelled with him to the United States while he studies at UArts. One of his two children was born here – having his support system here with him provides incentive for success.
Tae recalls reading simple children’s books in English in kindergarten, yet when asked which of these books stand out in his memory, he finds them hard to recall. The “Three Little Pigs” are the only English story that he can definitively remember reading. These classroom experience memories pale in comparison to the influence of his sister, who studied before him in the United States and inspired him to follow suit.
In Saudi Arabia, the population is fairly familiar with American media and the “Hollywood” machine. Abdul tells us that many of his family members are familiar with English. His wife and brother both speak the language and travelled with him to the United States while he studies at UArts. One of his two children was born here – having his support system here with him provides incentive for success.
Out of all our interviewees, Sewon was the only student who previously lived in the United States. Her family resided in the U.S. until she was two years old, and all of them speak English. Sewon grew up in a household that was fairly comfortable operating with the English language socially and professionally – her sister works for a major international cooperation whose business is conducted in English. This familiarity is something she was born into, giving her an advantage in the realm of academic English literacy.
Reshma, born in Germany but of Indian descent, also grew up in an environment that encouraged literacy in a variety of languages (English being one of them). She describes the unique mix of languages that saturate the conversations she shares with her parents – they communicate in a hybrid of German, Hindi, English, and a host of others, combining words and phrases in a way that has become something like a language all their own. She describes the English taught in German schools as “low compared to what I already knew from home”. She learned primarily through “doing” – an experience that her culturally eclectic family readily provided.
Reshma, born in Germany but of Indian descent, also grew up in an environment that encouraged literacy in a variety of languages (English being one of them). She describes the unique mix of languages that saturate the conversations she shares with her parents – they communicate in a hybrid of German, Hindi, English, and a host of others, combining words and phrases in a way that has become something like a language all their own. She describes the English taught in German schools as “low compared to what I already knew from home”. She learned primarily through “doing” – an experience that her culturally eclectic family readily provided.
Perhaps the most touching story came from Xin. She was born as the second child in China, a country that attempts to control its population by restricting parents to just one child. Her father lost his job as a result and was forced to leave the family for work in South Africa. He lost his life undertaking harsh manual labor while overseas, and Xin’s uncle took the place of the male role model in her life. A highly educated man, he graduated from Yale and insisted that Xin learn English and attend an American school. She speaks fondly of him reading to her in English as a child, remembering books like “Beauty and the Monster” (what American children know as “Beauty and the Beast”). As she grew up, they communicated primarily through emails as he lived in Taiwan and only saw the family once a year. Her uncle insisted that she write to him only English – pushing her to develop her writing and reading skills as well as oral communication. He was determined that she would find success and security this way.
Each of these students found sponsors not through formal institutions but through something much more personal and closer to home. In the cases of Reshma and Sewon, families provided access to English and encouragement to incorporate English literacy in their home life. Abdul’s family serves as a strong support system and an incentive to succeed in the academy and provide for them. For those like Tae and Xin, family members became the spark of curiosity and the push toward English literacy that helped them form their dreams of studying abroad. The immense importance of these relationships cannot be overlooked in exploring what promotes success in ELL students.
Of course, we cannot discuss Brandt’s theory of sponsorship as related to family without addressing the component of gained advantage on the part of the sponsor. At first glance, it may be difficult to determine just what advantage a family unit may gain by a member mastering English literacy and attaining a degree at an American institution. For each student and family, the circumstances differ. Perhaps the student’s success will translate to prosperity for the family. In Xin’s case, she plans to return to China to teach art and contribute to her family. The situation is much the same for many of these students. On the other hand, perhaps just knowing that your brother, sister, mother, or child is able to chase their dreams and triumph over difficulties like lack of access or unfamiliarity with language is advantage enough.
We discovered the tight-knit relationship between student, family, goals, and work, by complete mistake and a misunderstanding. Interestingly, this misunderstanding took place as a result of the language barrier between interviewer and interviewee. As we sat in the stairwell with Tae, struggling to talk over the sound of musical rehearsals echoing through the halls, we asked him to tell us about his dreams. As researchers, we were interested in his literal dreaming experiences, and whether they took place in English or his first language. Tae interpreted the question differently. Instead, he told us about his aspirations and goals, which centered on completing his degree so that he could return to his family in Korea and use the knowledge he gained in the United States to work with his sister:
Of course, we cannot discuss Brandt’s theory of sponsorship as related to family without addressing the component of gained advantage on the part of the sponsor. At first glance, it may be difficult to determine just what advantage a family unit may gain by a member mastering English literacy and attaining a degree at an American institution. For each student and family, the circumstances differ. Perhaps the student’s success will translate to prosperity for the family. In Xin’s case, she plans to return to China to teach art and contribute to her family. The situation is much the same for many of these students. On the other hand, perhaps just knowing that your brother, sister, mother, or child is able to chase their dreams and triumph over difficulties like lack of access or unfamiliarity with language is advantage enough.
We discovered the tight-knit relationship between student, family, goals, and work, by complete mistake and a misunderstanding. Interestingly, this misunderstanding took place as a result of the language barrier between interviewer and interviewee. As we sat in the stairwell with Tae, struggling to talk over the sound of musical rehearsals echoing through the halls, we asked him to tell us about his dreams. As researchers, we were interested in his literal dreaming experiences, and whether they took place in English or his first language. Tae interpreted the question differently. Instead, he told us about his aspirations and goals, which centered on completing his degree so that he could return to his family in Korea and use the knowledge he gained in the United States to work with his sister:
Tae’s dreams are the advantage that the family unit gains by being sponsors of literacy. By drawing closer with his sister and forming a career through their creative endeavors (carried out in a setting dependent on English literacy), he secures the hope for a better life for his family. That “better” may not necessarily mean monetary improvement, it could be the fulfillment and contentment that comes from being happy in our work and doing what we love. Familial sponsors are the anchors for our students that provide that opportunity.