Educ. 3351 Double Entry Journal #2
"The degree to which you do not experience these extensive uses of print in your young life is the degree to which you do not know/understand the concepts that are so crucial to making sense out of beginning reading and writing instruction in school".
This portion of the text really hit home to me. I read the entire section over several times. I cannot believe that I never thought of it that way, that I never made that connection. Though I am well aware that our experiences shape who we are and who we grow up to be, I never thought about how our experiences shape and prepare us as learners. This makes complete sense. I loved the Driver's Education analogy. It made me realize that until I reach the realization that our culture, our experiences, our world as only we know it shapes us and prepares us as learners, I am not going to reach my full potential as a teacher.
What is literacy knowledge?
Literacy knowledge is the knowledge that children have essentially absorbed relating to literacy in their developmental years before any type of formal literacy training takes place (i.e. in a classroom). For example, a child may see his or her mother and father read the newspaper daily, perhaps even sharing articles aloud to each other. This simple act, though not necessarily intentional, impacts the child. These types of experiences may be a crucial component in the child's schema. They also enable the child to make connections will prove beneficial when formal literacy instruction begins.
What are some example of both print and non print literacy knowledge?
Print: Literacy knowledge is developed through experiences related to reading and writing such as observing others reading, writing or immersion in a variety of situations/circumstances where these activities are prevalent ( such as church, story hours, parents reading to their children, etc.)
Non print: Literacy knowledge is developed through experiences related to such things as listening to the way people talk, observing and gleaning meaning from signs or pictures, television shows, or other non print sources.
How do stereotypes interfere with literacy instruction?
When we stereotype any potential learner, we are effectively conveying to them that they cannot learn like those in the "mainstream" and then we lower our expectations for them. This, in turn lowers their sense of self confidence and desire for accomplishment. In essence, we give up on them then they give up on themselves.
How do schools and teachers contribute to poor literacy instruction in school?
Schools and teachers may do this in a variety of ways, including stereotyping the students as well as their parents (as mentioned in the article) and making the assumption that they cannot learners. Further, schools and teachers may not take the steps necessary for open communication between parents/caregivers, the students, the school, and sometimes even the community at large. Sometimes, students from families who are "better off" or have "better backgrounds" are given the bulk of the attention. Finally, schools and teachers are not always providing learners with the variety of experiences that help them make literacy connections.
What is the relationship between language, social class, and the denial of educational opportunity?
Often one's language, the words that they use or their dialect is viewed as an indication of their intelligence. If they not the "norm" or it it doesn't sound right (often based on social or political standards) then stereotypes often ensue. Why is this? Could it be that our attitudes towards how a person is supposed to speak or act are clouding the fact that each individual must be given the opportunity to learn? Is it not possible that some individuals need to approach literacy from an angle other than the accepted norm? This does not mean that they are not intelligent, that they cannot learn. It just means that they need to be given the opportunity to go about it in a way that is most beneficial to them.
What are some misconceptions about the relationship between language and literacy?
Often, people think that students cannot read, write, speak orally, etc. unless they use a more acceptable type of language. In other words, if a child has a distinctly Appalachian dialect, he or she may be forced into speaking in a way other than that which they are accustomed. Otherwise, he/she will not succeed in the formation of adequate literacy skills. Also, a connection is sometimes made between dialect and intelligence in general. Some may assume that the "hillbilly" accent automatically indicates stupidity. Is the English language learner stupid if he/she speaks only in their own language while in class? Of course not! How we speak has not bearing on our potential as learners.
What can schools and teachers do to improve literacy instruction?
First of all, schools and teachers need to have an open mind, clear of any misconceptions. Each student is to be viewed as an individual, on an even plane with all of the others. The desire to serve each and every child equally and to help them reach their full potential must exist. Schools and teachers must understand and accept the student's language in whatever form and help the student use it to their own individual advantage.
How do you feel about use of the term "Proper English"?
I do not believe that the majority of people use "proper English" when speaking. Does that mean that we are no educated? No. I, for one, know how I am expected to speak. I know and understand many of the rules for grammar. Do I use them when I speak? Not always. Do I use them when I write? Usually. The situation often dictates. This is true whether I am speaking or writing. For example, If I were in a job interview or some kind of formal event, I would be very conscience of how I was speaking. If I were writing a paper for school or a letter to someone important, I would do my best to write correctly. However, in a different social setting (such as a party) or a different context (such as texting), grammar rules may not apply.
Typical West Virginia stereotype. Portrays extreme ignorance.
Resources:
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. (Print: Anthology)
Cartoon a day.com. Retrieved January 22, 2012 from:
www.cartoonaday.com/tag/hillbilly/
