Mom assignment. Appendix B. referenced from page 174.

1. Citation
2. Summary
a. Difficulty of chinese ethnicity in canadian schools.
b. School builds you r identity
c. Ai mei zhang.
d. Include culture. (old view 422)
e. Not teaching mother tongue affected attitude at home. And negatively
f. School success determined by comuntiy
g. Dewey’s (1938) philosophy of the interconnectedness between experience and
education as the theoretical foundation for this study
h. 7th grade began osertaivion .
i. Ask her of expiereds.
j. Balance between peers and praetn.
k. Trying ot hid identity.
l. She also knowns Fujianese
m. Conflict wih mother
n. Family onwn restauren.
i. This implacts grades
ii. Call CAS
o. Incropate school and ome livfe values.

The article describes the life of Ai Mei Zhang a Chinese immigrant with her family and her attempting to
adapt to schooling in Canada. The articles frames the discussion as bridging ethnic culture at home and
assimilation in Canadian schools. This integration proves difficult at times. The first difficulty the article
mentioned was the language barrier. Ai Zhang spoke Fujianese at home and at school, she had to be
taught how to speak better English by teachers. Further, she was embarrassed by her identity at school
and would go so far as to not reply to another Fujianese classmate because she wanted to try and hide
her identity. This identity crisis is also paralleled by family values at home. In here house, her parents are
very much tied to their family restaurant. In preparing and working the restaurant, Ai Zhang is also
employed there. Because of the time she spend in the family business, she in fact falls behind in school
work and is unable to make the highest grades. Another cultural tension arises when the school officials
call CAS to report child neglect for her parents not allowing her ample time to study.

3. Critique of how article agrees or disagrees with what I already know (cite an article)

This article has some points for it and some against it. Frist, I found it consistent with my reading that
schooling of an immigrant child may present language barriers, however this article seems to forget
these are only temporary hurdles and after a year or two of schooling, students often adapt well to
English learning. Another issue I found with the article was that it neglects another phenomena that
immigrants sometimes outperform north American children in schools, especially in math. Typically this
is attributed to the immigrant hard worker mindset. (Relationship Between Academic Motivation and
Mathematics Achievement Among Indian Adolescents in Canada and India). This article in that regard
seemed to ignore places where immigrant children often succeed. As for other aspect I agreed with,
indeed family values (such as the restaurant) may often hinder children. Immigrant families may not
realize the typical independence given to children in North America where children are often not
employed or asked to work the family business.

4. Application. What was interesting. Is this article important

I found this article made a contribution to multicultural research and curriculum development for divers
populations. Particularly, the article highlights and explicitly states what some of these challenges are
such as language barriers and family practices which may ties one down from succeeding in school. I also
found it interesting how Ai Zhang went so far to try and hide her identity, I wonder if some people are
proud of their cultural identity because of cultural values claiming that culture as something to be proud
of, or if a disposition for pride in heritage is related to human attributes of extroversion and introversion

5. Further research questions

I would love to perform research in a more expansive form that this singe subject study. Often one
subject does not provide a broad enough scope to make generalizations. I would wonder what
percentage of immigrants share Ai Zhang’s feelings .

6. References
a. Relationship Between Academic Motivation and Mathematics Achievement Among
Indian Adolescents in Canada and India
i. By Shaljan Areepattamannil
ii. Shaljan Areepattamannil (2014) Relationship Between Academic Motivation and
Mathematics Achievement Among Indian Adolescents in Canada and India, The
Journal of General Psychology, 141:3, 247-
262, DOI: 10.1080/00221309.2014.897929
 1. Citation
2. Summary
a. Elemtary scol teacher over 3 eyars
i. Low income region.
ii. Observed her sicenc clases
iii.
b. Emotions impact etaching
c.
d. Suppressed emoitn
e. Lined to personal life
f. Take down public/private divie. Reason/emotion divie
g. Social construciot
h. Teachin is emotina practice
i. Reason and emotin interdepent
j. Emotional rules reflection people relaitons
k. How teachers’ relationship affect positive and engative meiotnsl
l. Emotinos are her evaluation of world
i. Emotions are about relationship
ii. Emotinos based on construction fo her teacher-elf
iii. Evaluative, interpersonal, political
m. Eschited to teach children science
n. Engage in what id o
i. My emoitons reflect on the children
ii. Want to build relationship with them
o. Anted to transform negative meoitn o students ot positive
p. School policy affect emotinos
i. Told not to express emoitn while teahcig shcien
ii. Changed her beliefs about what sicneces is, rather emiotn is integral part of it.
amazing way to view world

This articles is a three year ethnographic study of Catherine an elementary school teacher of many
subjects. She taught in a low income region with a wide demographic diversity. The researcher observed
her in her science class and took note of her emotions. Prefacing the study, the researcher states that
emotions have an impact on teaching and that teaching is indeed and emotional practice. Further, these
emotional states are very closely related to the personal life of the teacher and the political and social
environment of her school. The study mentions Catherine tried to use emotions as a vehicle for teaching
science class, rather than see science as a mere list of facts about the world, she wanted science to be
an way students can engage and be amazed by the intricate workings of our world. in fact she stated
that her emotions reflect upon here students, therefore when she was positive an excited, her students
would likewise be positive and excited about the material. When she perceived students where having a
negative emotions, she would tr her to best to subvert attention to a positive topic. She also believed an
emotional mode of teaching was the best way to connect with the children and build an active
relationship with them. However, school policy sometimes interfered with emotional states. Because
our emotions are often a product of environment, the school policy and administrators also played an
impact on her emotions in the classroom.
 3. Critique

As for critiquing the article, I mostly have agreement with the sentiments expressed. Indeed emotions
play a role in any job, especially teaching where one is In constant contact with students and always
speaking and conveying to them. Ones emotions play a role in how the students receive the
information. I also agreed with the article that workplace environment and personal life affect emotional
state in the classroom. Many articles further attest to this phenomenon (The Role of Emotions by ana
Rojo). When administration is supportive and listening to one, it boosts ones esteem and this translates
to further excitement and energy in the classroom. But when personal trauma and politics occur at
work, these negative emotions can impact teaching and students many even feel this as well.

4. Application, interesting, why important

I found this article to be quite important in addressing how emotions impact the teaching performance
of a teacher. The research is further benefited by taking place over the course of three years and with
extensive data collection. I was most interested by the subject’s emotional construction of her teacher
self. Thus, when she teacher a certain set of emotions automatically become active and these assist and
play a role in her teaching.

5. Further research

For further research, I would recommend the author to maybe make connections between emotional
state of the teach and grades of the students. By correlating emotion to grades, we would be able to see
exactly how and if emotions of the teach impact the academic performance of the students.

6. References
7. The Role of Emotions
a. By ana rojo
b. The Handbook of Translation and Cognition
c. 18 February 2017