Double Entry Journal #6

First Speaker
1. Why is this video helpful for teaching in West Virginia? Being as most of West Virginia’s dialect is informal, this video would be helpful for teachers.
2. What evidence is presented that supports the credibility of the speaker? She is an English professor at a University and also works with the National Council of English.
3. Describe the traditional approach to responding to student writing? The traditional approach is to simply correct the student when they do not write properly.
4. Why does the traditional approach not work in improving student writing? If the traditional approach worked, it is thought that students would change the way they write, but this obviously isn’t happening.
5. Name the three strategies associated with the linguistic approach to writing instruction? Scientific Knowledge of Grammar, Contrastive Analysis, and Code-switching.
6. How do you know the cat and Taylor go together? The owner of what they own are right next to each other. Taylor and cat were directly next to each other in the statement, making the cat and Taylor go together.
7. What is different between the two patterns of possessives for informal and formal English? An apostrophe “s” is next to the owner in formal English. In the informal possessives, no apostrophe is added.
8. What strategy is being used for teaching the second grade students the different patterns between informal and formal English? Code-switching is being used.
9. Describe how the scientific method is used to teach students to code switch. Teachers collect data and have the students compare and describe patterns in the language being used. Students can then check their hypothesis and modify accordingly.
10. What question is being asked to engage students in the comparison and contrast strategy? What changed?
11. How does code switching support metacognition? Students are reminded that there is a time and place for everything. They think about where they are and adjust their writing accordingly.
12. What evidence is presented the code switching approach works? Describe one of the studies? In 2000 in New York, African American classrooms were tested. Students were tested based on the amount of vernacular features in their writing. Traditional English methods showed no improvement, whereas the comparison and contrast approach showed nearly 100% improvements.


Second Speaker
1. How did the students respond when asked how they felt about being corrected when they talked? They felt stupid, angry, and confused.
2. Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch? The teacher compared formal clothing and informal clothing to show the difference between informal and formal language.
3. What are some added benefits aside from raising test scores that stem from using contrastive analysis? Students will be able to adjust their writing to the setting in which they are placed. They will also look more professional in a professional setting when using their formal writing.


On Your Own: Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies: Generating and Testing Hypothesis and Identifying Difference and Similarities.

Generating and Testing Hypothesis is an example of contrastive analysis because students are comparing and contrasting things. Students then form rules and test or experiment in other situations.
Identifying Difference and Similarities is an example of contrastive analysis because it allows the students to make connections through the use of patterns. Students use the differences and similarities of language to make categories for information that fits and doesn’t fit with the patterns.

References:
Teaching standard english in urban classrooms. (2007). [Video podcast]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms