Latinx News LEARN EXPERIENCE THRIVE
CALIFORNIA SCHOOL FOR THE DEAF www.csdeagles.com
visits California School for the Deaf
Vanessa Sandez “The presence of the Council de Manos board of directors on our CSD campus was profound for me as a Mexican-American teacher. I could see the instant connection that our students felt with them. Our second grade students were thrilled to have the chance to interact with all of the board members during lunch in the cafeteria. Council de Manos secretary, Carlos Aponte-Salcedo, read a story to the first and second graders; a few months later on the 100th Day of School, that experience with Carlos was listed as one of the most memorable experiences from the school year. I look forward to future visits and collaborations with Council de Manos.” Margarita Hatch “I learned a lot from the Deaf Latino leaders at the Council de Manos workshop. It was a great benefit to learn how to apply their life experience to Deaf Latino adults and children for success in education, the workplace, and the Deaf Latino community. Also, they helped us to understand the important need for Latino adults and their Deaf children to have a closer family relationship through communicating in sign language and understanding Deaf culture. This will lead to their Deaf children having greater success in their future and a good life. Council de Manos encouraged our Latino families to be confident about living here in America. I understand this. That is why I go to New Family Orientation and Family Fun Weekend, especially to meet the families and give them a warm welcome. I’m glad that I decided to go to the Council de Manos presentation. It was a good experience and I learned a lot.” 2
Latinx News
The first student to enroll at the California School for the Deaf, Theophilus d'Estrella, had a Mexican mother, and was therefore Latinx. d'Estrella became an accomplished photographer and painter, as well as an instructor at the California School for the Deaf.
Carlos Aponte, Jr. is a Nuyorican (a Puerto Rican from New York City). He told the children’s story: “When Sun Ruled the Land” a Cuban legend that was made into a storybook.
SEC SE SECOND CO OND N GRADERS GRA RADE DERS RS IMPACTED IMP MPAC CTE TED BY BY
Council de Manos
Mirella:
Ade:
I was so excited that the Council de Manos ate with us in the cafeteria.
I liked it that Carlos showed us, on the map, that he is from New York and his family is from Puerto Rico.
Lucas: Carlos’ signing was very clear and I liked it.
Jareth:
Jovianna:
I cannot believe Carlos flew 6 ½ hours to come here!
I was fascinated with the story Carlos told to us.
Brianna: The story of the moon and the sun was so cool.
Leonel: Carlos was very nice and friendly. I liked him.
Latinx News
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Council de Manos holds their national board meeting in the superintendent's conference room at California School for the Deaf.
Greetings from Council de Manos The Council de Manos trip to the California School for the Deaf (CSD), in Fremont, was both inspiring and productive. In November 2015, CSD graciously opened their beautiful campus to Council de Manos. This was an opportunity for our organization to conduct our four-day board meeting and retreat. While there, we had a chance to meet CSD’s students, families, and staff. Multiple interactions allowed us the opportunity to introduce our organization to the community, as well as to educate students, families, and staff about what we do. Upon our arrival to CSD on Thursday, we immediately joined a Latin literature class taught by Ms. Susan Acosta. The students in the class were eager to meet us and asked us questions about where we came from and our backgrounds. They were proud to share their backgrounds with us, as well. Thursday evening, we presented a panel for CSD staff and parents. They had the opportunity to question us about what we do and what resources we offered. The highlight of the night’s
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Latinx News
discussion was how CSD can offer Latinx staff, students and their families the support and awareness of their culture and values throughout CSD’s school community. On Friday, Council de Manos board members were split into three groups to join different grades in the elementary department. Two of the groups (grades 1-3) read aloud a children’s book in ASL. The third group served on a panel so that the young students could ask us questions. The elementary students impressed us with how bright they were, and how eager they were to learn about our backgrounds and
Latinx The “x” makes Latino, a masculine identifier, gender-neutral. It also moves beyond Latin@ – which has been used in the past to include both masculine and feminine identities – to encompass genders outside of that limiting man-woman binary.
cultures. We also met some high school students who were in the audience. We introduced ourselves and shared our organization’s history, as well as our mission and vision statements. We had the opportunity to tour the CSD campus, visiting with the little ones in preschool and as well as stopping by the middle school department. One of the many highlights was visiting the museum where we learned more about CSD Latinx alumnus, Theophilus d’ Estrella (1851-1929). Council de Manos left feeling inspired by this new connection with the Latinx students and the CSD community. We believe that our visit to the school was successful, partly because we were able to learn what resources need to be provided. The visit reinforces our commitment to connecting with our Latinx Deaf, deaf-blind, Deaf and disabled, hard of hearing and late deafened youth. We want to extend gratitude to the CSD community, Superintendent Dr. Sean Virnig, Vanessa Sandez, and especially Lorraine Flores for being our liaison and working out all of the logistics between our organization and CSD.
American Sign Language teacher from CSD, Lorraine Flores, who is one of the founding members of the original national Deaf Latinx organization, the National Hispanic Council of the Deaf and Hard of Hearing, joins the Council de Manos team for a group picture at DCARA.
The Deaf Counciling Advocacy and Referral Agency establishes a Manos de Bay Area Chapter as a result of the recent Council de Manos visit.
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FROM JOHN AGUILAR, CSD PARENT
What's best for my daughter
form her own opinion and express it to me. I was able to accept her opinion and helped her find something else to eat. (Before she was able to explain things in sign language, she used to lie on the floor, kick her legs in the air, and throw a tantrum if she didn't want something.) Isabella is now able to communicate at a normal level for her age. Most kids her age ask “Why?” about everything, and Isabella does that now. I’ve noticed that when I speak to her, she looks lost, but when I sign to her she understands me.
I came to the understanding that learning to sign was the only viable way for my daughter Isabella to get her education, but that taking a class just one day a week wouldn’t be enough for her to gain language; she needed to go to a school where she would be signing every day. At first, I thought that a class that combined talking and signing would be a good way for Isabella to learn, so I enrolled her in a total communication class. I soon realized that it had become more confusing for her because she didn't know if she should talk or sign. One of the other parents in my daughter’s class explained to me that she had enrolled her hard-ofhearing daughter in the total communication class and her Deaf daughter at California School for the Deaf. She explained that CSD taught all their classes in American Sign Language; students could start there in early childhood and continue through high school; kids could reside at the school during the week if their families lived far away; and that parents could sign up for a tour of the school by going online. This seemed like a terrific option since my daughter needed visual input to get information fully; she needed that visual input to survive. The reason I wanted my daughter to learn ASL was because I wanted her to be able to fully communicate with another person. When she started at California School for the Deaf in pre-kindergarten, she was able to communicate in sign within a couple of months. I remember the first time I realized she was able to communicate was when I offered her an orange and she told me "No," that she didn't like oranges. I realized that she could form her own sentence, as well as 6
Latinx News
We felt it was important to learn Isabella’s language, even though the grammar was different. We felt it would have been selfish to ask her to adapt to us. We felt it would be easier for us to change and learn her language. For almost two years, we took the American Sign Language class for families at California School for the Deaf, every Thursday, from 6:30 to 8:00 p.m. We started in the vocabulary class and progressed to the conversation class. I also found that my skills improved from interacting with other parents and involving myself with the community. I even played on an all-Deaf softball team with parents from the early childhood and elementary departments. Playing on that team forced me to use my signing skills. We are a Hispanic family. We speak Spanish. In our culture, when a child is diagnosed as being deaf, sometimes the parents become afraid that s/he will not be able to go to school or be normal. This is most likely due to the fact that, at first, we don’t fully understand what is happening to our child. If we as parents open our minds and do a little research to learn about Deaf children and the potential for their education, and if we are willing to place ourselves outside of our comfort zone, we can do a great deal of good for our Deaf child. My mom believed Isabella could hear; I had to explain that Isabella depended on her body language. I told my mom that Isabella only understood broken parts of speech, but that she “hears” visually. It’s difficult for my mom to learn ASL. She has an app on her phone and she’s trying. Even my mom can see the change in Isabella now that she is attending CSD. Isabella no longer lives in a sad, lonely world; she is now part of a community that uses ASL.
sharing similar experiences for overcoming barriers while growing up in the United States. Upon finally resolving some immigration issues, the experience gave me a greater understanding of my work as a community advocate specialist when working with Deaf people and their immigration cases. Raising my four children gave me the sense of importance for teaching their cultural heritage, customs and celebrations, and passing on the values such as using LSM and cooking Mexican food. Being able to communicate with their Abuelita in LSM is expected in our family.
Photograph by Kelly Krzyska
FROM ELVIS ZORNOZA, CSD PARENT
Finding my identity as a Deaf Latinx I was born in Mexico to third generation Deaf families. I was five when I became undocumented for living in the United States, and I grew up with the stigma of being looked down on for being Mexican and using my first language, Lengua de Señas Mexicana (which means Mexican Sign Language). As I learned American Sign Language and English, I became uncomfortable signing in LSM in public. When I transferred to California School for the Deaf, Riverside (CSDR) in seventh grade, I found my identity as a Deaf person and experienced positive personal growth, but not as a Deaf Mexican yet! Being a student at Gallaudet University increased my network with other Deaf Latinx people,
When the Association of Families, Teachers and Counselors (AFTC) collaborated with the High School Raza Sordx Club to host a family night to meet the officers of the Council de Manos, it hit me on so many levels. I felt reassured about taking pride in my heritage and LSM. I also felt motivated to continue educating others about our heritage and language. I am honored to be a mentor for the International Studies students who traveled to Mexico over spring break. During their presentation, Council de Manos told us about their history of starting out as the National Hispanic Council of the Deaf and Hard of Hearing and then recently changing their name to the “Council of Hands”—what an intriguing name for our Latinx organization. They explained that their purpose was to bring awareness and recognition to Latino Deaf cultures and languages, as well as to celebrate and preserve it. They introduced our new identity as “Latinx” which includes everyone (not just men or women). Council de Manos is a national organization that has chapters in many states. I was so happy to learn that our local Deaf agency, DCARA, will have the Manos de Bay Area chapter. I am looking forward to getting involved and spreading the word about preserving and celebrating our Deaf Latinx cultures and sign languages. My goal is to connect our Deaf Latinx families with pride in who they are. I am a proud Deaf Latinx person. Latinx News
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The Raza de Sordx club decorates teachers’ doors for the holiday.
Raza Sordx Club CSD's high school Latinx Club logo by Ana Garcia Students prepare tamales. Yum!
Latinx Studies students’ study The Day of the Dead. 8
Latinx News
Fundraising event at a Cubs versus Eagles game.
Mexican Street Corn (Elotes) Yumo!
Total students at CSD = 417 Latinx Student Population = 197 Percent of Latinx at CSD = 47%
Council de Manos meets with the CSD Raza de Sordx club.
President – Nelson Palacios Vice President – Justina Gallego Secretary – Tyler Harmount Treasurer – Vincent Gomez, Jr. Latinx News
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Deaf Rights in Brazil Iraê Cardoso Visits CSD
Introduction
The Problem
Iraê Cardoso is leading an effort to have states in Brazil recognize Deaf Brazilians as a cultural and linguistic minority with the same rights as other minority groups.
A critical part of a human being's ability to interpret and navigate the world we live in is linked to language acquisition and the ability to communicate with each other. The World Health Organization estimates that four million Brazilians are Deaf, and that 95 percent of Deaf Brazilians are illiterate. Even if they manage to make it to school, few learn to read and write. When Iraê began working in the state of Alagoas, which has the highest rate of illiteracy of any state in Brazil, she found that most Deaf school children could neither read nor write. Those who entered school often dropped out, within a few years, because they could not understand what the teacher was saying, and could not associate the written word with visual concepts which is a particularly important element in early childhood learning and language acquisition. Directly related to this, less than one percent of Deaf people in Alagoas had a job.
The New Idea Iraê Cardoso understands that if Deaf people are to escape isolation and illiteracy, they have to take control of their own destinies, including their rights as citizens. To this end, Iraê has created the Deafness Reference and Training Center. The organization’s mission is to work with state governments in Brazil to ensure ongoing state resources for training in sign language, teachers for the Deaf, leadership and job training skills for the Deaf, and public education (especially the education of employers) about Deaf culture. 10
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Limited contact with the hearing public has other implications. Deaf Brazilians almost never voted. The few Deaf community organizations that existed were run and staffed by well-meaning parents and hearing people, but not by Deaf people, and the organizations offered a very limited range of activities. Although sign language is a means to bridge the gap, the reality is that interpreters are few and far between in Brazil; only one university, located in Rio de Janeiro, teaches “LIBRAS” Brazilian sign language.
The Strategy Iraê has targeted three separate institutions that need to work together in order to change the experience of Deaf citizens in Brazil: state government agencies, organizations whose primary clients are Deaf, and education and support services, which cut across institutional lines and directly involve local communities. In 1994, in the state of Alagoas, Iraê began by getting Deaf people put on the board of the Deaf Association of Alagoas. In 1997, she succeeded in getting management of the operation transferred to a Deaf person at the first meeting to which all Deaf people in the state of Alagoas were invited. With this additional visibility, Iraê approached the governor of the state about a law that would make LIBRAS an official state language. After intense lobbying, the law was adopted, making Alagoas only the second state in Brazil to adopt LIBRAS. Once LIBRAS was recognized as an official language, Iraê followed this up immediately with proposals to federal institutions to support training LIBRAS interpreters for all government agencies in Alagoas. Her proposal was adopted, and is to be carried out throughout federal and state agencies across Brazil through the Institute of Social Services, with Alagoas as the first pilot project. She has also made a series of requests for the schools to bring in interpreters, as well as to overhaul Deaf training programs, moving them away from a traditional crafts approach to accounting and computer-related kinds of job training.
Job training through the Deafness Reference and Training Center teaches Deaf people of working age not only basic job skills but also how to acculturate to an employment setting: appropriate behaviors, schedules, and inter-personal relationship skills. In order to acquaint the business sector with some of the issues that Deaf people face, Iraê brought a group of her young adult students to a meeting of the local business association. The students explained, in sign, about their desire to find employment. The potential employers present responded that they had never considered hiring a Deaf person, but that their minds had been changed. Iraê is spreading her work through government agencies and with Deaf organizations.
The Person Iraê helped her single mom in bringing up her five younger siblings, including one of her brothers who was born deaf. As an adolescent, Iraê worked for a group of nuns as a maid in their convent. The nuns introduced Iraê to political philosophy, encouraged her to work in the community, and promoted her leadership abilities. She later worked in a bank, starting as a data entry clerk and moving her way up to a higher position. One day, as Iraê’s Deaf brother was riding his bicycle, he was hit by a car and killed. Iraê began working with people with disabilities, handling the administration of existing organizations and successfully turning around an organization that was faced with bankruptcy. She then invested her efforts full time into a comprehensive effort to improve the well-being of the Deaf community in Brazil.
Latinx News
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Celebrating Hispanic Heritage >>Interviewing
Latino Adults
By: Chang-May Tan, Miguel Sombrerero, Viktoria Finnstrom, and Bodhi Amann Our group interviewed Latino educators about their cultural experiences. In this article, we will talk about all the behind-the-scenes work we did and how we prepared for our presentation. First, we typed emails requesting interviews with Lorraine Flores, Susie Acosta, Len Gonzales, Theresa Grushkin, Onudeah Nickolarakis, and Reyes Ribera. When they responded, we arranged what time they would arrive so we could interview them and record the interview on our laptop. The four main questions we asked were: 1. What were your religious experiences growing up? 2. How can we support Hispanic people and be allies? 3. What is your favorite cultural holiday? 4. What is your favorite memory from your home country? Once our interviews were done, we began editing the footage and asked Tivon LeMaster to help us. He made it much easier, but editing still took a long time. Before presenting, we watched the video and practiced our lines for introducing our presentation to the other students in the elementary department. Finally, the presentation day arrived. We felt excited and nervous at the same time. Once we started, we felt less nervous and more brave. We enjoyed this important project!
The 5th grade class poses with the Spanish translators, Don and MarilĂş Couch 12
Latinx News
Written by CSD Fifth Graders >>Latino
Foods
By: Dion Herrera, Ashley Anderson, Jaxon Dingel, and Zenaida Berry-Berlinski Our fifth grade class hosted a celebration for Hispanic Heritage Month. Our group made pan dulce (conchas) and horchata which we passed out to students in elementary. We made pan dulce and horchata because we voted that they were easy to make; would taste good to eat in the morning; and could be left overnight after baking yet still taste good the next day. To bake pan dulce, we first measured flour, sugar, butter, yeast, and water. We used a standing mixer to mix our ingredients. We transferred the dough to a warm bowl for about three hours to rise. We cut parchment paper for the baking trays. Once the dough was done rising, we measured out dough balls, and rolled them between our buttered hands. We put topping on the conchas – that part was hard! After they had time to rise again, we baked the conchas. We used oven mitts to take the hot trays out of the oven, and stuck a thermometer inside to make sure they were between 200 and 210 degrees. We used a blender to make a drink called horchata. We needed rice, milk, sugar, water and cinnamon. We put 5 cups of water, 1 cup of rice, 1½ cups of milk, 1½ cups of sugar, and one cinnamon stick in the VitaMix blender. Once it was all mixed and soaked overnight, we strained it. It was delicious! We also researched Latino foods. We researched many foods like cheese quesadillas, flautas, salsa, burritos, and flan. We made a poster about the foods that we decorated. We used the poster for our presentation to the students in Elementary. When it was time to pass out our pan dulce and horchata to the students, they thought it was delicious and felt good eating it!
Latinx News
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>>Famous
People & Events Presentations By: Shaelyn Johnson, Landen Gonzales, Daniel Fuentes, Eitan Kulchinsky, and Angeni Sloan We presented our PowerPoint about famous people and events in Latino culture and history. We showed the first graders a slide about Cesar Chavez who worked on a farm. He didn’t like seeing his people to suffer. He led a protest for his people because they had low pay, no medical care, poor housing, and no breaks. The person we picked for our presentation to the second graders was Erastus “Deaf” Smith. He is a very famous person in Texas. A long time ago, “Deaf” Smith’s face was on five dollar bills! He was a spy for the U.S. military against Mexico. He stole information from the Mexican military and helped Texas become a state in the United States. Unfortunately, this made him a traitor to his own Mexican people. For the third graders, we presented about Salma Hayez. She was born in Mexico and moved to Los Angeles. She was a voice actor for the famous movie Puss in Boots. We shared our slide with the fourth grade about the Chaitén volcano. The Chaitén volcano is located in Chile, South America. The volcano was very famous because it did not erupt for 9,000 years until May 2, 2008. When that happened, Chilean villages were destroyed by the eruption. At that time, many people’s homes were gone. Many families still remember; they will never forget that day.
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Latinx News
>>Sombrero
Dance Game
By: Shaila Sams, Adrian Ruiz, Isaac Lee, and Devan Vierra We want to teach you how to play the Sombrero Dance game which our group taught the elementary students during our assembly. First, you put a hat on one of the group members. Then, that person snaps their fingers and passes the hat to the next person. The people continue doing this until the leader flashes a flashlight. When you have the hat and the flashlight hits you, you are out and must eat a hot chili pepper! These are the rules for the sombrero dance!
Yadira & Ana Two of our students Yadira Pacheo Lopez & Ana Garcia Rodriguez attended the Latinx Youth Leadership Retreat at New Mexico School for the Deaf. The training really woke up their souls! They returned from the conference with passion and energy for more ideas, a stronger identity, and a set of values that they cherished deeply. Students today are fortunate to have Council de Manos, because back when I was in high school, we ke that didn’t have an organization like for guidance. ine Flores Floress — Lorraine Latinx News
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California School for the Deaf 39350 Gallaudet Drive, Fremont, CA 94538 videophone: 510-344-6044 phone: 510-794-3666 fax: 510-794-2409