October+29th

~Meg

What is "correct" language? And who gets to decide? Parents, teachers, society? Who wins and who loses? What if "correct" language changes from setting to setting, then what? Language is a continuum, not fixed or finite. Grammar is a guide, not a law. The role of the teacher is to honor and validate "home" dialect, while helping students negotiate the role of dialect across roles and contexts. This is sticky issue for me, as I believe that dialect can effect student potential "social" mobility. I wish this was not true. My moral compass says I would be remiss if I did not at least bring it to the attention my students. We have no problem teaching students " how to dress" across settings e.g. presentations or job interviews. Yet, when it comes to this same idea being applied to language, people get up in arms. I personally do not see the difference. For me the outcome is the same, I want students to be successful; it is my job t give them ALL the tools necessary to make this happen. Even if the "tool" is hard to swallow or uncomfortable.

Is 100% literacy the goal? It that possible? Or is wanting "students to be curious about language and to wonder how it works" a more reasonable goal(Tchudi & Michell, p. 301)? It is important to note that language as used here refers to all forms of language from body to idioms that is expressed according to the intent and aim of the user. Sticking to "back to the basics" only holds students "back."

I can not think of a better way to teach students to speak and listen well then through the use of classroom talk, drama and performance. Much of E/LA instruction can be ephememral. What stays in the hearts and minds of students are those extraordinary experiences where they watched their teacher emphantically read the large story book, listen to a magical guest story teller or performed in a classroom skit or school play. Student "talk" is perhaps the most powerful tool in the teacher arsenal. What other tool simultaneously allows for checks for understanding, opportunities for re-teaching and deepening of student learning through co-constructed knowledge. Seriously. More student talk + less teacher talk = more divergent learning.

~ Lisa