Double Entry Journal #2

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!

References:

"Bursting stereotypes." Educationworld. (2012): n. page. Web. 20 Jan. 2012. <http://www.educationworld.com/a_lesson/03/lp294-01.shtml>.


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.

O'Brien, J. (2003, May 10). Tall tales Appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html