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
