Session4RRD

Tina Walker
LIST 5325 � Dr. Hirtle
Sept. 22, 2005

Session 4 RR&D

Article 1 � English Journal: Urbana. Mar. 2001 � Vol. 90 Iss. 4 Acknowledging the language of African American students: Instructional strategies

What do I want to remember from this chapter that may be helpful to my present or future teaching or to the TExES exam?

This article discussed a comprehensive language program that was designed to serve the needs of African American, Mexican American, Hawaiian American, and Native American students who aren�t proficient in Standard English. The basis of the program is to teach Standard English to these populations without devaluing the home language in the process.

�After years of failing many African American students, particularly in literacy, the American school system needs to search for instructional methods that could substantially impact the academic achievement of these students. One would think that, after over thirty years of research on African American literacy (Adger, Christian, and Taylor), the home language of African American students would be acknowledged, and these students would be recognized as what LeMoine calls Standard English Language Learners�� Before I started teaching I would have probably found this quote to be quite offensive. But in the short amount of time that I�ve been teaching, I�ve learned quite a few things, some of it really surprising. I�ve posted before about the discussion that we had at a staff development about the possibility that black children learn differently than white children. That I�m still not sure that I agree with. But I do agree that there is a language barrier. Not a foreign language barrier, but a usage barrier. What I see in my classroom on a daily basis is that my students don�t know how to code switch. They don�t understand that it�s alright for them to use their �home language� at home but must use Standard English at school. I would not expect them to grasp this concept since I only teach 2nd grade. I find myself correcting grammar quite a bit during the day and thought it was in vain, but I�ve seen my students pick up on speaking correctly and often correct themselves when they make mistakes.

According to LAP, the six key instructional approaches are as follows:
1. Build teachers' knowledge, understanding, and positive attitude toward nonstandard languages and the students who use them.
2. Integrate linguistic knowledge about nonstandard language into instruction.
3. Utilize second language acquisition methodologies to support the acquisition of school language and literacy.
4. Employ a balanced approach to literacy acquisition that incorporates phonics and language experience.
5. Design instruction around the learning styles and strengths of Standard English language learners.
6. Infuse the history and culture of Standard English language learners into the instructional curriculum.

�Many minority students arrive at school in America speaking a language that differs from the language of instruction. How teachers view this language difference significantly influences the students' ability to acquire literacy and other academic skills.� � This is an important aspect of teacher training that I think needs to be addressed. I agree that Ebonics is not appropriate in the educational environment and in business settings. However, as part of my culture and heritage, I think this language is a big part of who we are as a people. Who has the right to say that it isn�t correct or that it�s ignorant? But I think on a whole, our culture needs to recognize that there is a time and a place for it. That, regardless of how fair or unfair that it may seem, assimilation into the mainsteam American culture is a must. But I also think that mainstream America should be willing to learn more about my culture. I�ve always been particular about my speech. I know how to speak the language of business and I also know how to chat with my friends. I don�t value either form of speech over the other. I think each has its place in my life.

The question is not whether Ebonics or AAL is a language or not. The answer to that question is not germane to classroom application at all.

Rickford cites ample support that nonstandard language awareness teaching can impact student's language and literacy learning. He says, "[T]here is experimental evidence both from the United States and Europe that mastering the standard language might be easier if the differences in the student vernacular and Standard English were made explicit rather than entirely ignored" (87).

How does the teaching that occurs in the Linguistic Affirmation Program become systematic? In the classroom, this generally means that the teacher views the language of most African American students as rule-governed and the acquisition of that language as natural, complex, and meaningful� teachers structure instructional, meaningful conversations for students, respond with modeled language, and learn to have conversations (talking with, not to children). It means an increased understanding of language and how it develops and changes, establishing a respect for AAL as a linguistic system that reflects a culture, and demonstrating to students the belief that they are capable of handling two or more linguistic entities (73).

How do these readings connect to my prior experience in education?

I think teachers don�t intend to be insensitive or negative when instructing minority students to speak �correctly.� I expect this from all of my students�my Hispanic students and my black students. But I do not tell them that they can�t speak their home language outside of our class discussions. If my Hispanic students want to speak Spanish, I have not problem with it when we aren�t in group discussion. I am always mindful of the fact that my students are only with me for a few hours a day and that when they are with their families, they will function as they normally do in their family environment. I don�t want to change that. But I do want to teach them that they must be able to separate the two.

What questions or comments can I bring forth to help me and my colleagues, extend, expand, explain, question, or clarify issues surrounding this reading?

Language is a part of people�s identities. We can�t separate the language from the person. I think we have to teach people how to code-switch when appropriate. Do you agree with this? What are your thoughts about mainstream assimilation?

I think language is beautiful in all its various forms. I enjoy listening to people talk, regardless of the language spoken.

How can I extend the virtual classroom conversation on this reading by responding to my colleagues� posts?

I can extend this conversation by providing my honest thoughts and feelings about this topic. I can be open and receptive to the thoughts of others. I can also ask questions about my colleagues� experiences as they relate to this material.