1. What knowledge and experience does Angie bring to her literacy events?
Angie's literacy comes from her everyday experiences in dealing with real-life situations in her home. She probably has exposure to music and rhythm, thus she was able to create her own music. She has comprehension and understanding of things that is happening around her. Her mother is definitely an influence towards her literacy. And these experiences with mom has helped her become functional in her world.
2. What does Ms. Adams's decision to accept a text (song) composed in African American Vernacular English say about her growing understanding of language?
Her acceptance of the song is indeed a sign of her growth towards understanding language. She saw the fact that even if a person is not speaking or reading in Standard American English, there is literacy present in that person and there is a "language" used by that person to communicate his or her need. She also realized that one's academic ability does not rely on one's language or one's command of the mainstream language.
This experience also showed Ms. Adams that as an educator, it is not shameful that you can be wrong, and that there is always room for improvement and growth. As a teacher, it is not enough that if one strategy worked, it will always work. You have to be open to the fact that there is diversity in the classroom and students are unique individuals with unique abilities and capabilities. You have to adjust and be flexible, and be knowledgeable of different ways that will help these uniqueness develop in the classroom.
3. Beyond interviews and formal school assessments, how can teachers like Ms. Adams begin to learn about the literacy practices of their students?
Teachers can learn about literacy practices of students by giving informal assessments, making anecdotal records based on observations, checking on a students history through their cums or sample work from previous grade levels. A teacher can also give some self-assessment checklists to students on their interests and preferred activities at home and in school. Teachers can also give students options in choosing projects for classroom activities, that way, there is low affective filter and low anxiety.
Further Reflection:
1. As you reflect upon the linguistic variation in your community, what decisions will you make regarding classroom discourse practices?
As long as I use the guiding principle that language is dynamic and that classrooms are linguistically diverse places, I feel that I will be able to make my classroom a good place for my students to grow be successful individuals. With regards to the practices in my classroom, it is a must that my students understand that whatever language or dialect they may have, it will be validated in my classroom although the Standard English form will be taught as a means for academic achievement and social mobility. It will also be practiced that my students will be able to make choices on what language/dialect/register they will use according to the purpose of their communication.
2. How do models around language acquisition help you make sense of the connection between oral language development and reading and writing?
Cambourne's Conditions for Reading and Writing explains that since oral language is learned through natural conditions, then reading and writing should also be taught or learned given the same natural conditions. In a way, I do agree with Cambourne that reading and writing should really be surrounded with natural conditions. It shouldn't be staged. The environment of the child should be print-rich and a lot of modeling should occur. However, I still believe in the explicit instruction of specific skills needed for reading and writing. Given that a child learns oral language without explicit instruction, by modeling or imitating probably, but still, this will not be enough for reading and writing. Strategies and specific skills are needed to be successful readers and writers.
Halliday's model of language acquisition explains how one learns a language, learns about language, and learn through language. He actually espouses that learning a language is a complex endeavor that can only be achieved by making meaning out of it. Language is also governed by a set of rules, and it is a tool to explore and expand one's understanding of the world. With this model, Halliday does not isolate oral language from reading and writing. He is explaining how inter-related these three are depending on the function of language.
Goodman explains the four cueing systems: graphophonemic, pragmatic, semantic, and syntactic. In this model, Goodman explains that a reader brings his/her knowledge of language, previous experiences, and conceptual framework to make meaning of a text.
3 comments:
Hi Paulette,
I enjoy reading what you have to say about the material in the chapters since you are a teacher and you give another "insider" perspective on the issues. You made a few points that I thought I better remember when I become a teacher. One is that a person's language or command of the mainstream language does not indicate academic ability of the individual. I think many times assumptions are made that a child will not do well in school because he or she does not know how to speak Enlgish nor read or write in English. Another point that I would like to remember as a teacher is that I am not perfect and I will make mistakes and errors do don't withhold saying sorry or saying I was wrong. As you said, teachers improve and grow, too. The third point is that strategies don't work all the time, especially in the diverse classrooms present today in our schools. I think learning about the different methods and principles along with talking to experienced teachers will help with this aspect of teaching. For example, I like how you incorporate the students' languages and Standard English in the classroom. Your classroom practices offer your students flexibility in learning by letting them use language according to the purpose of communication. At the same time, you teach and explain why one learns and uses Standard English in the United States.
Hi Paulette,
I think your discussion of the acceptance of the song as an important connector and an important literacy is key to the understanding of good teaching and good literacy practices. Schools have long regarded the written text as the only text that counts, but we have learned a lot about multiple sign systems through recent research and as you say, music, song and many other sign systems such as drawing, drama etc all are important literacies.
I also like that you said that it is important that the teacher is not afraid to be wrong. Learning from one's students and from examining our teaching assumptions are two of the most important methods teachers have of growing and learning and staying "professional". :-)
Dr. C.
Hi Paulette,
I think it's a big step for teachers to admit that they are not perfect. I think our generation of teachers are more open to suggestions and new ways. I hate to say that I've seen many teachers who are not open to suggestions and doing the same thing when it's apparent that it's not working. I think we have to remember that we are working in this field to help the students and not the other way around. I know from beong an ESL student that many teachers assume that since the student doesn't speak English, the student must not be a good student or have a lot of potential. I have to say my students surprise me a lot. Even though they have a hard time communicating in English, they are hard worker and they feel positive about themselves when they do something right.
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