1. Students are more comfortable when speaking and writing in their own dialect. Teachers shouldn’t change or correct students when they are talking; instead students should be able to speak in their own dialect in the classroom. This makes them feel like they belong and are not considered “dumb” because of the way they speak. Code-switching is a way to teach students Standard English and the right time to use it. Showing students the differences by contrasting their dialect to Standard English is a great way to motivate students to learn Standard English. This will help to prepare the students for college and future jobs. Literacy is learned best when it is taught in the students dialect. Students are more apt to learn to read because they can understand it better in their own language or dialect. These are a few things that I had learned while reading the article about teaching and literacy development.
2.Teachers built bridges of meaningfulness between home and school experience by letting students be themselves in the classroom by not correcting how they talked or the dialect they spoke. Students could feel more comfortable because they could connect how they talked at home with the literacy they were learning in school. Teachers learn about their students’ home life and interest to teach about topics that will bring interest to the students. The teachers in this article also encouraged students to know and listen to each other. The students would develop relationships with each other by not being prejudice and accepting everyone. Students compared their own dialect to Standard English and studied how the Appalachian dialect has changed throughout generations.
3.When I was first learning to read, I was taught through phonics. We would go through the alphabet and say the letter, sound that it made, and a word that started with that letter. I never struggled with learning how to read because I was exposed to reading at home through my mom reading bed time stories and other experiences. Through learning phonics, I was able to learn how to read. I do not feel that this reflects inclusive practices in the classroom though. We would learn this as a whole group and never received one-on-one time with the teacher and a wide variety of instructional strategies were not used. Therefore, students with different learning styles could not learn to read through phonics or the students struggled.
Source:
Southall, M. (Designer). (2007). Retrieved from http://www.margosouthall.com/TopicsAndTraining.html
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