First Speaker
- Why is this video helpful for teaching in West Virginia?
Like Ebonics, the Appalachian dialect is a widespread and pronounced way of speaking. This video provides strategies to help students build upon their native dialect to move into a more formal way of speaking.
- What evidence is presented that supports the credibility of the speaker?
The speaker is a professor of English and literacy.
- Describe the traditional approach to responding to student writing?
The traditional approach is to correct the student.
- Why does the traditional approach not work in improving student writing?
The traditional approach doesn’t work because the focus is on what the student is doing wrong.
- Name the three strategies associated with the linguistic approach to writing instruction?
Scientific method, contrastive analysis, and code switching
- How do you know the cat and Taylor go together?
You know cat and Taylor go together because cat comes after Taylor.
- What is different between the two patterns of possessives for informal and formal English?
With informal there is an owner, then what they own. With formal there is an owner plus an apostrophe s, then what they own.
- What strategy is being used for teaching the second grade students the different patterns between informal and formal English?
The teacher is using the contrastive analysis approach. She starts with the informal sentence and then introduces the formal sentence. She then asks the students what has changed and if they both still mean the same thing.
- Describe how the scientific method is used to teach students to code switch.
The method starts with collecting and observing the data. Then, a pattern is looked for and described. From that a hypothesis is made and checked. Modifications are made to the hypothesis as needed.
- What question is being asked to engage students in the comparison and contrast strategy?
What has changed?
- How does code switching support meta cognition?
The students are recognizing and choosing the language that fits the time, place, audience, and purpose.
- What evidence is presented the code switching approach works? Describe one of the studies?
In the Taylor 1991 case study a teacher took a group of students and divided them. With one group she used the correction method and with the other group she used contrastive analysis. The correction group only made improvements of 8%, but the contrastive analysis group made improvements of 59%.
Second Speaker
- How did the students respond when asked how they felt about being corrected when they talked?
When the teacher would correct them they didn’t understand what she was doing. No learning was taking place. When she asked them how it made them feel to be corrected they said they felt, stupid, angry, and confused. None of them thought they were being helped by being corrected.
- Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch?
The teacher made connections about informal and formal using their home lives as examples. She started off asking them what they would wear to dress up or dress down. Then she asked where they would go in their dress up clothes and their dress down clothes. The students were able to make the connection that different situations required different ways of dress. The teacher then connected that to informal and formal language.
- What are some added benefits aside from raising test scores that stem from using contrastive analysis?
One of the added benefits of contrastive analysis is that students start making connections about informal and formal language in their everyday lives. They notice it when talking to others, watching television, or reading a book. Another benefit is that students begin to recognize that everyone speaks differently and that it’s ok. Also, students begin to take command of their language. If someone corrects them, they don’t get offended; they ask how they can say something formally.
Explain how contrastive analysis for writing instruction is an example of generating and testing hypothesis & identifying difference and similarities.
Contrastive analysis is an example of generating and testing hypothesis because the student is looking at what is different and coming up with a rule and then testing to see if it works in other situations. Contrastive analysis is an example of identifying difference and similarities because the student is looking for patterns and making connections. They note the similarities and differences and then come up with schemes for how language works.
Source
WBGH. (Producer). (2007). Teaching standard english in urban classrooms. [Web Video]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms
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