(2007). The great debaters. (2007). [Web Graphic]. Retrieved from http://en.wikipedia.org/wiki/The_Great_Debaters
(2008). Race. (2008). [Print Photo]. Retrieved from http://thinkprogress.org/security/2008/07/03/175151/racial-profiling-fbi/
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm
Teaching literacy development is the key to success for students' future. There are three things I learned from the article that support this theory. The first is to allow your students to speak their native language in the classroom. The student's dialect is what they are comfortable with and what they know. Why change that? Allow the students to see the difference in the way they speak and the Standard English.
The second thing is teaching students about the structural differences and similarities of the languages to allow the students to "code switch" or move back and forth between their language and Standard English. Students should be able to convert these two languages into any conversation, depending on the audience. To summarize, there is a time and place for native language, and students should be shown how to decipher the differences. "Code Switching" will give students better opportunities in school and in the work force as they get older and enter a professional world.
Finally, allow the students to be interested in their native dialect and Standard English. I liked the idea that "students interview parents and grandparents and find out how their Appalachian English has changed over time." This gives the students a chance to learn about the heritage of family members and languages that evolved within the family line.
I honestly cannot think of a schooling experience where there was effective or even ineffective literacy instruction for speakers of non-standard dialects. I come from an area in Maryland where everyone pretty much spoke the same, with exception to a few students. I experienced ineffective literacy instruction when I came to West Virginia for college, though, which I would like to talk about here.
I have realized that a few of my friends have terrible spelling and grammar techniques when they write. They stick to how words sound, and spell the words accordingly. Recently, I realized that my group of friends all came from the same county and same school. It made me wonder, what are these teachers teaching? Is it just a coincidence that four people who went to the same school during different years have the same horrible spelling and grammar habits? These students were not taught the difference between Standard English and native dialect, therefore native dialect is all they know. If my friends were taught this distinction, I believe they would have encountered better work opportunities, and a professional lifestyle that would benefit them in the future.
I believe the teaching of literacy and inclusive practices are directly linked. Inclusive practices means including every student, no matter the differences. Students with different native dialect should be included and embraced in the classroom. It is important that students see the differences and similarities between these dialects and Standard English. Every student, no matter what dialect they speak, should be included in the classroom to ensure their success in the future.
I chose this picture because I think it is great symbolization for different dialects. Even though we all have different dialects and come from different parts of the world, we are still human and that makes us come together. Dialect is only something that makes us unique and we should all embrace that.
References:
Collins, J. (Artist). (2005). Where are you. [Print Drawing]. Retrieved from http://www.rps.psu.edu/probing/dialect.html Epstein, P., & Herring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655
As Soon As She Opened Her Mouth
Literacy knowledge is simply the concepts that children acquire in the early school years. Reading, writing, and printed language are some of the concepts that children learn early on. In the chapter, a little girl wants her mother to read to her but the mother refuses because they are in church. The daughter proceeds to beg her mother to read, and when the mother denies the daughter after a few attempts, the daughter reaches up and moves the mothers' lips. This demonstrates the daughter's knowledge that in order to read out loud, lips must be moving. This is an example of non-print literacy knowledge. An example of printed literacy knowledge is when children can realize that making marks on a piece of paper signifies some form of writing. Also, being able to read what is written on the paper is a key aspect in literacy knowledge.
Stereotypes greatly interfere with literacy instructions. As teachers, we are sometimes guilty of stereotyping, which we have to watch and be aware of. If a child's parents are illiterate, it doesn't necessarily mean that the child should be put into a remedial class. Students like Leah should not be judged from the first instant she is introduced. All students should be given a chance from the get-go, and not stereotyped because of the home-life from which they come.
Unfortunately, schools and teachers contribute to poor literacy instruction in school. Due to stereotypes and other related issues, students aren't given a chance to learn what is essential in their young lives. Social class seems to be the major issue today. Being from a majority "upper-class" school myself, I am definitely familiar with teachers stereotyping students based on class. Teachers would give attitude and give easier homework to the students who appeared "middle or lower class", and assumed they were not capable of completing more difficult assignments. The students were characterized in the teachers' minds as "slower learners" and deprived of good literacy instruction. Students should be accepted and taught as "equals" from the beginning, instead of stereotyping at the start.
There is a compelling relationship between language, social class, and denial of educational opportunity. On the very first page, a teacher is quoted saying, "I knew she was ignorant just as soon as she opened her mouth!" The mother's language was recognized, the teacher assumed social class, and the child was denied an educational opportunity because of this. We, as teachers, need to realize that students cannot be judged based on social class, language, or lack-there-of. Students can't be denied reading and writing educational opportunities simply because they cannot speak "Proper English".
Schools and teachers can greatly improve literacy instruction by getting rid of all stereotypes. Students perceived as "lower class" or poverty stricken need to be given a chance from the start. Stereotypes need to stop in order for all students to be given the educational opportunity they deserve.
I feel everyone, to some extent, should use "Proper English" in their daily lives. In the writing sense, I am guilty of judging people for not using proper basic grammar and spelling. I am aware, though, that certain cultures in the world do not emphasize grammar as being a key to success. There should be some basic grammar that everyone embraces to be involved in an engaging conversation.
I really liked the quote on page 13 stating, "First, and most obvious, teachers and schools must accept, believe, and act upon the belief that children of poverty are learners, have been learning since birth, are ready to learn at anytime, and will learn." I truly do believe that students want to learn, even if they don't always say or show it. Once a student finds something they are interested in, they are more likely to show some engagement in learning.
Here is a lesson plan that has to do with teaching stereotypes in the classroom. Students pop a balloon to demolish a stereotype being read. I think this is a fun activity for students to be engaged in and learn about stereotypes in the classroom. Students (and teachers) should be aware after this activity that stereotypes are wrong and everyone should be given equal chance. Note: It would probably be best to complete this lesson outside. :)
Tall Tales of Appalachia
"Not long ago, one of the student counselors at West Virginia University told me that the most persistent problem she encounters is a lack of self-esteem. Bright, capable, young men and women do not think they belong in college because they are hillbillies." (pg 2)
The quote above made me feel sympathetic for the West Virginians that feel they are not worthy of going to college because of their lifestyle. Many colleges in the state are home to students from out of state, making some West Virginians that go to the school feel minuscule in their own state. As an "out-of-stater" myself, I find it sad to hear that students from their home state feel self-conscious because of the stereotypes "outsiders" place on them. This is the kind of thing that needs to change in society if we truly do want a "better" world.
I chose "Country Roads" because it's a true West Virginia song. When I first came to West Virginia, my mom and sister had me listen to this song as we were going through the great mountains. When I think of West Virginia, I think of this song!
John denver country roads. 2008. Web. 20 Jan 2012. <http://www.youtube.com/watch?v=oN86d0CdgHQ>. <http://www.youtube.com/watch?v=oN86d0CdgHQ>.
Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power.
Quote: "The classroom, not the trench, is the frontier of freedom, now and forevermore." -Lyndon Baines Johnson
Research Review for Inclusive Practices
Inclusive Education is simply the process of including all the different types of learning styles, beliefs, and attitudes in the classroom. Everyone contributes and has an important role in the success of the classroom and its community.
Three examples of students Inclusive Education is meant to serve are special education students, bilingual, and minority students, along with the general education students. This shows that the inclusive process enhances service to all students and families in the community.
Two important characteristics of Inclusive schools are creating a sense of community and students as problem solvers. Creating a sense of community is important because each and every student needs to feel that they belong. Through my experiences, I observed that students learn to respect others when they receive respect and learn how to properly give respect.
Problem solving is something that we have been learning about immensely in our Education courses at Fairmont State. Not only should problem solving be used in the classroom, but in the community as well. Outside the classroom, students can and should be used as peer mediators, peer tutors, cooperative learners, and in buddy systems (to name a few). This strategy also helps students become more responsible and effective in the inclusive process.
**The video above is a video of teachers talking about using the inclusion process in the classroom. I liked this video because it gave multiple examples of inclusion being used. It was also nice hearing opinions about inclusion from teachers who use the process every day.
References: Inos, R. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm
McCullagh, S. (Videographer) (2008). The inclusive classroom [Web]. Retrieved from http://www.youtube.com/watch?v=o5WCX-998vs
