Double Entry Journal #9

Why is it important to encourage students to use primary language or code switch during literacy events? Does this apply to children with Appalachian dialects? Why or Why not?

It is important for linguistically diverse students to use primary language or code switching during literacy events. This is because it is significant for these students to have an option in the language communication they want to use. By allowing students to use primary language or code switching, the students will be able to feel comfortable with the reading or writing activity they are completing. When a student can feel comfortable to switch back and forth between languages, then they will more than likely gain confidence. I can completely understand this because I studied Spanish in high school. It is really hard to learn another language. If my teacher would have made us talk in only Spanish, then I would have been a nervous wreck and probably mostly silent. Also, I feel that it is great to be able to be linguistically diverse by being able to use both languages.

I feel that this would apply to children with Appalachian dialects. As a teacher, we want to have all students bring their funds of knowledge and cultural backgrounds to the classroom. The way in which a person speaks is part of his/her culture. It is important for all children to have an option during language communication.

What are the differences between reading aloud from a students centered perspective and a teacher centered perspective?

During reading aloud from a teacher-centered perspective, the learning seems to be from an individual point of view in a group setting. The students do not interact with each other; rather they interact with only with the teacher. The teacher normally tries to encourage or initiate personal connections, the interaction pattern is through questions the teacher asks, and then the teacher observes how the students answer the questions to determine the assessment or understanding. This interaction pattern is called initiate-respond-evaluate (IRE).

Reading aloud from a student-centered perspective is quite different compared to reading aloud from a teacher-centered perspective. During a student-centered read aloud, the students are supported to formulate individual connections with the book. After reading the text, the students have conversations with their classmates about the book. There is no teacher-directed, preplanned questioning. The teacher observes or assesses the students based on their conversations with their partner.

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References:

Di dialectal impact on literacy. (2009, August 19) Retrieved from http://ecelinguisticdiversity.wikidot.com/di-dialectal-impact-on-literacy

Getting to know your students: developing culturally relevant practices for reading and writing. (pp. 58-66). Retrieved from https://docs.google.com/viewer?a=v&q=cache:_5palgT26a4J:media.wiley.com/product_data/excerpt/24/EHEP0005/EHEP000524-1.pdf+getting+to+know+your+students+interview&hl=en&gl=us&pid=bl&srcid=ADGEESihbHTui0felcMHojEsBpnh8z7NAdzADlw2OA4q9Vocu4GnsE9vU6W8FAkura70mCyuOla1xOr-rr-Fx2SClUgdkg0vR_t62WIa7eI5Xv0hb-0RJGU6wkBN550lYlezIl_CDQ0s&sig=AHIEtbQinv4Hao96DU6foV8n3HZ8ybE5Ng&pli=1