RES 5530: Race, Class, and Gender in Literacy Research (Spring 2009)

My name is Elizabeth Griffin and I am beginning my first semester of graduate studies. I graduated in December with an undergraduate degree in Special Education from ASU. During my undergraduate studies I took 3 reading courses, and I became really interested in the materials and course work, which helped me decide to continue my education with grad school in reading education. I finished student teaching last semester, and each student I worked with had a disability and was below grade level in reading. I constantly wanted to find interesting ways to integrate literacy into their lives. I want to learn effective and positive ways to teach students and understand their strengths and weaknesses.

On a more personal note, I come from a family that has always incorporated literacy into their lives. When I was young my mother and father always read to me and encouraged me to read with them and I really enjoyed it, but around the sixth grade my interest in reading tanked. My interests didn't pick up until my senior year in high school when I had an English teacher who was AMAZING, I felt comfortable again with literature because of her instruction and support. I continue to apply the strategies and lessons she taught me. It may sound cheesy, but I hope to be a positive affect on students as she was on me.

Elizabeth Griffin

I am Ashley Catlett in Mocksville. I love reading and always have. Both my parents read to me and continue to be avid readers, even though they are not very highly educated. One of my favorite things is reading aloud to my 4-year old, Anna. I also love to read aloud to my middle school students. I usually have 2-3 books going at once, in between reading lots of adoption books and blogs.

As an ESL teacher and a soon-to-be adoptive parent of an African child, I am extremely interested in class and race issues. I read Delpit's first book when I got my add-on ESL certificate at NC State and had my eyes opened to a lot of things that I hope to explore further in this course.

I view reading and literacy as the great liberator. If you can read, you can learn and take care of yourself. It breaks my heart to see young adults who are basically enslaved because of their lack of literacy skills.

Good to meet you all!
Ashley Catlett

I think I was always meant to teach children to read. From the first moment that I began to read (I do remember it, although it is quite vague), I fell in love with books. As a little girl, I remember watching my father read book, after book, after book. He would read anything he could get his hands on – it didn’t matter the subject or the author. He never read much to my brother and I but my mom always did – every single night. My dad worked third shift, so my brother and I would snuggle into bed with mom, one on either side of her, and we would listen to her read. I still have some of the books she read to us –Edith and Midnight was our favorite. Here’s the link to the author’s page - http://www.darewright.com/books.htm. The pictures were actually black and white photographs of dolls in real places. This one was about a girl doll and her horse. The binding is worn and the pages have the crunchy feel of an old, forgotten book, however, I don’t think I will ever forget the moments that I had with that book.

As a kindergarten teacher and a fifth grade teacher, I always tried to give those same moments to my students. Even if I had a class of students that I knew had experienced those same ‘time for bed’ rituals, I would still read to them each day. I always wanted them to see and feel the magic of reading. The way it takes you to places that you may never otherwise be able to see. The way it can teach you things that make you wonder about even more things. At the same time, I always tried to help them see that they too could share their own stories with others, and that their words, their experiences have value.

On a more personal note – I’m in my third, and hopefully, my final year of my doctorate program at ASU. I’m collecting data for my dissertation and hope to be able to write through the summer and the fall. I’ve been extremely blessed to have worked with the reading department faculty as a masters student and now as a doctorate student. I now teach undergraduate and graduate reading education courses for ASU as an adjunct instructor. It’s a challenging, but exciting new career path and I love having the opportunity to excite both new and masters teachers about teaching reading and writing in their classrooms. I’ve been married for 3 ½ years and we have an Australian cattle dog who we absolutely love.

Amie Snow

I'm Stefoni Shaw and I love to read! That sounds like the introduction at a meeting for people who are addicted to something, so that is appropriate in this case. I am addicted to books! I love to sit and absorb a book from cover to cover. At times I feel as though I must offer advice to the main characters since I feel as though I am engaged in the plot with them. Sometimes, I need a few minutes after I put the book down to coax myself back to reality. The greatest gift I offer to my students is modeling for them this excitement and enjoyment of the written word. There is power in words, positive and negative. I do not choose to read only the warm and fuzzy novels, but grittier pieces that cause me to question and examine my own viewpoints and beliefs. Reading a book is similar to having a discussion with another. Instead of the communication coming across verbally or orally, it is a conversation of thoughts, ideas that are meditated, dissected, and then either added to one's concept of truth or perhaps filed away in place to be sorted later.
I think I have always loved to read. I remember participating in the Great Books program in elementary school for children with a penchant for reading. I remember touching and desiring every Little House on the Prairie book at each year's book fair. I remember my ninth grade English teacher, Mr. Juliano who made Shakespeare accessible and related classic literature with modern pop music. (He would sing Prince's "Kiss" song while we read Romeo and Juliet).
As a mom of three young children, I have spent the greatest hours reading with each child, and then watching them imitate the story to their own imaginary audience.
I have seen a little boy this year who has been termed "dyslexic" read me a page from a Teenage Mutant Ninja Turtle book this afternoon. The excitment he had to get away with me and share what he has worked so hard on was the highlight of my school day. The power of words.
As I write this I am unsure of what I love more, my own personal reading time or watching a child develop the ability to read and then choose to read independently over other activities. I need to think on that.
I teach second grade at Forsyth Country Day School. I have an amazing husband who will join me on the couch with his own good book, three children (4, 8, and 10). I am in my last semester of the Masters program and I have truly learned how to be a reading teacher. I look forward to the thinking and banter that we will exchange during this class.
Stefoni Shaw

One of my fondest memories growing up, was my father reading to me. He always smoked a pipe, and I swear I can still smell the thick smoke when I open up some of my books. I would crawl into his lap on the Lazyboy, and listen to his deep voice read the story as we rocked back and forth. I would get lost in books with him. My love of reading truly came from my father. He would spend money on books instead of more important things, like detergent. His apartment was filled with books. Each corner, each table, each shelf, stacks upon stacks of books. I'm starting to notice my house is looking more and more like that.

Reading never came easy to me. In classes, it seemed like I was the one who never understood what we read. I would have to read the text at least twice before understanding it. By the time I understood it, it was too late.

In third grade I was placed in a "remedial" class for reading due to results from the IOWA. After ten minutes the teacher sent me back to my class. It turns out that I missed one question on the test, and didn't match the numbers of questions, and therefore missed the majority. It is a moment in my educational experience that I will never forget. Being "labeled" for just those ten minutes was heart wrenching. I think that is part of the reason I became a teacher. I really want to help those students that struggle. And I also want the US educational system to move away from labeling and the issues that come with it. Some students learn differently, and I strive everyday to try and find ways to meet those needs.

I am currently a first grade teacher at J.D. Diggs Elementary School in Forsyth County. This is my third year teaching. I lived in Boone for one year, but was unable to get a teaching job there. I did enjoy substituting at all the schools in Watauga County and Avery County. I miss the snow! I went to HS in Winston, so I applied here, and here I am! I am very interested in technology, and have been using it a lot in my classroom this year. My students blog daily. We have also podcasted, made voicethreads and photostories! It has been very exciting! I look forward to doing research with technology and literacy in the near future.

I live with two roommates who are also my best friends. This proves to be a daily challenge. It's a love/hate relationship! We have two adorable cats, Shoey (mine) is a big fat (21 pounds) orange tabby. Leandra (part Siamese) is Kristin's cat who happens to be Shoey's mom. She also happens to be much smaller than Shoey and not orange at all. No one believes they are related. There is also a small bird in Kristin's room which never see, but hear occasionally. His name is Ringo.

I look forward to the conversations and readings we will be doing in this course.

-Sarah Feinman

I can't take credit for the above statement (I saw it on a t-shirt once), but isn't this a cool play on words? I think all of us in this class can vouch for the fact that reading is one of the most crucial abilities to have. We are lifelong readers & learners and want our students to be the same. This is why I decided to pursue my Masters in Reading Education; I wanted the students I worked with to have that same love of reading that I do and to be able to do it successfully.

As far as my own reading background, I can't remember a time when I wasn't reading. My parents tell me stories of when I was a wee one, picking up a book and muttering nonsense words while acting like I was reading. As soon as I figured out how to actually read, I devoured anything I could get my hands on. My mother is also a teacher, and every person in my family loves to read--it just came naturally I guess.

As I mentioned previously, I'm a high school English teacher at Ashe County High School. This is my 4th year of teaching. I live in the heart of downtown Boone and LOVE it. My husband and I just moved back to Boone after 4 years of being away--we lived in Bristol, TN before that. If we can have our way, we'll never leave again. My husband is also in grad school, going full-time for College Student Development and works as a GA in the Outdoor Programs office. We are big outdoors enthusiasts and will do anything as long as it's outside. We have a 5 year old chocolate lab who is a sweetie, but not the brightest bulb in the box. I'm originally from South Carolina, where it's hot and flat, so I absolutely love it here. I love Farmer's Markets and good, wholesome food. I like to read about food. I'm slightly obsessed with anything made with pumpkins or sweet potatoes. I'm left-handed. I love to shop. I love coffee and hot tea. I'm 26 years old. I'm a former athlete (volleyball) and now love to do yoga & pilates.

It's nice to "meet" you all! I am thrilled to be in this class and really look forward to hearing everyone's viewpoints on our topics!

Christy Rivers

My name is Jayne Thompson. I'm a second grade teacher at Union Cross Elementary in Kernersville. I'm also wife to Fred and Mom to sons Eric,19, and Matt, 16. I've been teaching for eleven years and still love it, most days anyway. I'm about three quarters of the way through this graduate program and plan to finish up this summer.

I'm in this program because I love reading. I can remember the moment that I learned to read. My kindergarten teacher, Mrs. Caulder, was reading a big book: Dick and Jane. Perhaps it helped that it had my name the story. I felt special and I paid attention. The "lightbulb" flashed for me the moment that I understood that the letters mapped to sounds and the sounds came together to form words. It was a great feeling to "crack-the-code." The rest came easy for me and I've loved reading ever since.

As a teacher, I thrive on creating those "light bulb moments" for my students. Of course, I realize now, that reading does not come so easy for everyone. Over the years of teaching reading, I've become passionate about working with struggling readers. I've really enjoyed learning strategies and methods that work for them. The light bulb moments are fewer, and less frequent, but they mean so much more with a struggling reader. I feel lucky each day that I get to share my passion for reading with my students.

Jayne Thompson

Why Me? That is what I remember thinking anytime a teacher asked me to read in class or said it was time for reading or writing. I disliked reading and writing all the way through high school. Number one I was a slooooooooooooooooooow reader. Not to mention I would choke when asked to read aloud and I would miss several words. On top of that, writing did not come 'naturally' to me and my grammar was horrible, teachers would write all over my papers with red pen. I didn't really see the point of reading or writing. Both of them frustrated me and I never enjoyed them so why bother. Growing up I seldom saw anyone read. Life was so full of challenges for my family that we were not read to much at all. I went to 15 different schools before I ever graduated from high school. So needless to say, I never really learned to like a school before we moved again. Because of this my education was somewhat broken. Every school I went to had different standards, curriculum, and ideas for where I should be preforming.

So you might be wondering why I am in the Reading program and how I came to love reading so late in life. I was in my sophomore year of college, still only reading what was required of me, when my life completely changed, I found out I was pregnant with my son. I didn't know what I was going to do but I knew I had to finish school. I moved from NC to CT to live with my parents. I enrolled at Eastern Connecticut State University and began on the education track. I had awesome professors and I loved all of my classes, however my reading classes were my favorite. At first it was not because of what I could teach my students but because of what I was learning. I was learning how to become a reader and a writer. It was the most amazing feeling. I had always doubted myself and thought that reading and writing were not for me, at least they weren't anything I was ever going to enjoy doing. Boy was I wrong! As I learned to love reading I started buying books all the time and reading constantly to my newborn son and for myself. From that point on I knew that I had to help kids and families that did not understand the importance of reading and joy it could bring to each and every one of us. I finished my degree and moved back to NC. I taught first and second grade in Forsyth County for three years. In my first three years of teaching I worked with many kids that were struggling readers. I found my self often feeling like I wasn't doing enough for them but I didn't know what else to do. I would ask other teachers for help but we were all to often in the same boat. I knew then that when I needed to go back to school to get my masters in reading. I needed to learn more about how to help my students and other teachers help their students.

Then I found the job and one of the loves of my life, more@4/EC preschool. I now have the privilege of working with kids and families that live in tough situations that make them at risk students. My goal, as a PreK teacher, is to help close that gap by giving my kids and families experiences and resources that they may not otherwise have. Within that, my main goals is to teach my parents the importance of reading with there child, even if they are not an "expert" reader and to give them strategies and ideas of ways to make it fun. I also work everyday to help my kids develop a love for books and reading. I hope that if I am able to make a difference so early on that the kids I have will not miss out on so many years of the true joy of reading and they will not have to think; Why Me?.

A little about me outside of reading: I have been happily married for three years to my husband Joshua. We both had children prior to our marriage, my stepdaughter Chloe, 11, and my son Alex, 8. Our kids are awesome and they are best friends. We all love to do anything outdoors: bike riding, hiking, sports, etc. My husband and children are pet lovers so our family would not be complete without our two dogs and two cats. We are also extremely excited to being adding a new addition to our family in May. We are having a little boy!

Amy Spade

For me, reading has always been a passageway to another world—a never-ending journey. When I was a kid, I loved fantasy literature. I still vividly remember sitting in my father’s huge hall closet reading The Lion, the Witch, and the Wardrobe, secretly hoping that I, too, would find a portal to another world.

As I started to mature, my reading interests broadened, but I still craved that adventure element. During Middle School, I began reading historical fiction and memoirs. Reading fascinating accounts of Nelson Mandela, King Tut and Genghis Khan brought history to life in a way that I had never experienced. I began to think of my social studies class as a way to gather background information for my personal reading. I always wanted to know more. Just simply understanding that that the ancient Egyptians built the pyramids was not enough. I wanted to know who built them, why they were built and how they moved those massive stones. Although I was blissfully unaware, these formative years are what framed the person that I am today.

Since I began my professional career, I often catch myself intertwining these same elements into my teaching. Whether I am telling the students about the Great Wall of China or the beginnings of Islam, I present the information as if I were telling a story. Rather than just focus on memorizing dates and events, I try to interconnect everything I teach as if it were part of a large work of literature. My ultimate goal is to instill in my kids the same passion that I have for the written word. I hope that they can also find their path in life through reading.

On a more personal note, I have been teaching seventh grade for three years, and I absolutely love it. I am engaged to a wonderful (and very patient) man who also teaches in the chaotic jungle that is Middle School.

I look forward to learning from all of you.

Heather Coe

That's right! For most of my life I have viewed reading as a means to an end. I did not realize how much I viewed reading that way until I began this program. Since my dad was a minister and my mom was a teacher, it seems they were always reading. However, even as a child I noticed my parents did not seem to read for pleasure--or maybe I did not realize what they were reading WAS pleasurable for them.

My mom obviously realized the value of reading to my brother and me. Reading was a part of every day, and I so loved to hear my mother read. But I did not particularly enjoy reading for myself. I wonder now if my feelings toward reading might have been different if I had not been "caught" in the middle of the pendulum swinging from the "Dick and Jane" era to the phonics frenzy. I was a very good decoder but grew tired of the boring stories in my basal reader. By fourth grade, I lost interest in reading until I met The Lion, The Witch and The Wardrobe! I will never forget Mrs. Kirkpatrick reading this book aloud each day after lunch. And I thank her for making me want to read again.

I read quite a bit on my own during fourth and fifth grades, but I remember reading for pleasure coming to a screeching halt with the start of middle school. There was so much to do there was no time to read! I read only to complete assignments. And that is the way my reading life went through high school and college. I remember thinking how good it would be to have some time to read again after college but then the reality of being a first-year teacher struck. And, so just like my parents, I have found myself reading mostly for professional development, not for pleasure.

When I taught fifth grade for several years in Davidson County, I really enjoyed engaging my students with literature. I remembered how much fun I had reading when I was that age. Although I knew it in theory, I also realized how critical reading was to learning in all disciplines. My interest in helping struggling readers was born.

I left the classroom to have children, and my little break turned into a much longer hiatus than I had planned. Although I am not currently teaching, I cannot wait to return to the classroom. I am not the same "Mrs. Rasey" that I was. As I my daughters and I have taken many adventures together, page by page, I no longer read as a means to an end. Reading IS the end!

As I consider our class topics, I look forward to learning even more about how I view literacy.

Lisa Rasey

One of the most memorable moments of my life was in 1996 when I was in third grade. It was an election year. My classroom was holding our own election, which often happens in schools across the country. I did not fully understand the importance of the mock election; however, I knew it was exciting. I hurried and casted my vote in the big box at the front of the room then took a seat. When she read the results, I was ecstatic because William Clinton had taken the majority. Later that evening, I overheard my parents talking about the election and realized I had done something terrible. I was supposed to have voted for Bob Dole! My parents were republicans! Up until this very moment, I kept my classroom vote a secret from everyone. I never told a sister, a parent, a friend, no one. I was going to learn more about these candidates and exactly how our government worked. So, I began to read.

Before this, I was not an avid reader. I was not necessarily a weak reader; however, I was simply not interested. After this mishap in third grade, I became quite intrigued with politics. I began reading every bit of information I could find about candidates and government. I would read books, magazines, and even attempt to use the internet, which was just becoming available. There was something about the content that kept me reading for hours. I was the only 8 year old in the world who read Time Magazine instead of ZooBooks. I learned right then and there that I was exactly what every child pretends not to be. I was a nerd.

My interests in reading and politics continued to develop and were further cultivated by my mother’s decision to run for political office in my fourth grade year. The campaigning and meeting state and national candidates was the highlight of my life. I was so excited!
Throughout middle school, high school, and even college, I continued to broaden my horizons and read in all areas. I learned that not only did I love political figures, I loved nonfiction in general. I was intrigued by biographies and autobiographies. Through reading, I gained in knowledge and fueled my “nerdiness.” Although I hid it from the world, I had a passion for reading and a drive to learn.

Today, I am an avid reader. I have bookshelves full of an assortment of novels, and although my viewpoints have changed a bit, my literacy roots are quite evident. My life story is told in the shelves on my walls. From the biographies of Bill Clinton and Barack Obama to accounts of presidential terms in office such as A Thousand Days, one could easily see that I still have a passion for political science, which is fueled by present day events and the histories found in hordes of literature. Without this innate desire to learn and a true interest in people and government, I might have never learned to appreciate and enjoy literature. I might have fallen behind and not been able to succeed as I have in life thus far. Therefore, as one might predict, I try to find the passion in every child. Although it may not be in academia, that passion could be the spark that ignites a love for reading and learning like no other subject could.

As for my personal background, I am a fourth-grade teacher at Galax Elementary School in Galax, VA. I was recently married to none other than another educator. I graduated from Appalachian State on December 21st of this past year. I love teaching and inspiring others to find their dreams and hold on to them. I am incredibly optimistic and will probably never stop setting goals for myself. For those wondering, I have not ruled out a political career in the future. However, if I ever left education for politics, I promise to be on your side. Oh, and I am still a nerd.

Brittany Guy

Hello to everyone. A/S/L Ha Ha! Just kidding. It has been awhile since I have done this so I thought I would just check out my blogging lingo! Well, my name is Whitney Gilbert and I am a second grade teacher in Morganton. I grew up in Cary, NC in a working class family. My mother ran a staffing agency and my father was a US Postmaster. I have always loved reading. My first memory of really trying to read is of my father and I walking through the grocery store as he pointed out different words and had me try to read them. My family made learning seem fun and interesting, like a game, and we were always exposed to higher tiered vocabulary. This, of course, fostered my love of reading and writing. I especially liked poetry and have been published in several anthologies. I also really liked writing short stories.
I was able to go to great schools with other students of similar backgrounds and never went to school hungry or scared. Education was regarded as highly important by everyone in our community and almost everyone went to college.
When I decided to move to Morganton, it was because I wanted to help children who did not have all of the advantages people in Cary were priviliged to. I was not prepared for what I encountered at our little school in Burke County. I quickly found out, my first year teaching kindergarten, that most of these children worry about what they are going to eat or where they are going to sleep and I realized that education took a back seat to everyday life. That is when I decided to pursue my Masters in reading. I became privy to the concept of having a mere six hours a day in which I could instruct a child in the skills necessary to become literate and I wanted to do the best job I could in that little time. I have learned some great things in this program and have really began affecting change on these little lives. I look forward to this semester and learning more about how my students' every day struggles impact their learning.

Whitney Gilbert

Growing up in a small town in Maine, I didn't realize that I even had an accent until I traveled to Washington, DC with other high schoolers from around the nation. My roommate was from Alabama. At first, I wondered if we were even speaking the same language, her Southern drawl sounded so foreign to my ear. That first day, we spent our free time comparing how we each spoke certain phrases, then laughing at just how different we sounded. I think it was eye- opening for each of us to learn that the same words could be spoken so differently. However, unlike Dowdy's or Smith's experiences, I never felt that my Maine accent was wrong, or bad; just different. I wonder now if others made judgements about my intelligence, based on my accent. And, "ayah" (yes) it certainly makes me mad to think that they may have thought I was less capable because of the way I talked.

Given Trinidad's long history as an English colony, I can certainly understand Dowdy's animosity and resentment toward her "oppressors" language. I'm glad that she found a way to honor her native language later in her life. But I'm puzzled by some of her views, which seem extreme. I see a difference between written language and spoken language. So I don't agree with her view that local papers should be written in the Trinidadian dialect. To me, since Trinidadian is a dialect of English, not a language, writing should still be in standard English.
As educators, it is still our responsibility to teach standard English. However, we certainly need to find a way to honor the local dialect and we must never make judgements about someone's intelligence based on their oral language.

I thought it was interesting that Dowdy seemed to feel judged more by her peers for speaking standard English and Smith felt judged by educators because he didn't speak standard English. Yet both felt a strong allegiance toward their native dialect. Clearly, the predjudices run both directions and there is a need for understanding on all sides.

Jayne Thompson, Native Maine-ah.

When I read Delpit's other book, I was focused on Latino ELL students and the discrimination they face because of their skin and language. This book is forcing me to take a look at African American speech. I think Dowdy's experience is that of many black students. To be successful, they must risk being segregated from peers of their own race. At least that was true when I was in school in the 70's and 80's. Black kids who acted "white" and got good grades took a risk. I hope that has changed some now 20 years later.

Dowdy found herself when she realized she could choose how she would speak. Her acting gave her the freedom to use her dialect. When I lived in Mexico and had to speak Spanish constantly, it was exhausting. Your emotions and deepest feelings need to be spoken in your heart, or first, language. For me, a white woman, it is hard to understand the constant effort it takes for African Americans, Latinos, etc. to put on the "act" so they can fit into mainstream culture. This means most of our students are operating under this stress!

I think Smith points out that America has made a mistake for a long time. We pretend to love everyone and be colorblind. We don't talk about differences, we try to make them go away. We will take the tired and hungry but only if they learn English quickly and act like the rest of us. But our silence causes pain and separation for those who are not in the white culture. It absolutely must be talked about so that those of us who are white, who have never really been discriminated against, can begin to understand the other side.

Ashley Catlett

For the first 8 years of my life I grew up in Staten Island, New York. While I lived there I went to a Catholic elementary school, St. Joseph’s, that was part of the church I attended with my family. For those 8 years my home language matched my school language. I don’t remember ever feeling out of place in my classroom because of my language and I never felt that my language was a burden that I had to overcome. However, at the end of my third grade year, our family left Staten Island for the small town of King, NC. At that time King was quite small and had only 1 stoplight, a Hardee’s and a Waffle House. The differences between King and a borough of New York City were enormous. It started out with the pizza and then school started.

My first day was pretty rough. It didn’t take long for me to learn that both my accent and my language were quite different from the other students in my class. I have to admit that the differences in language were quickly solved but the differences in accent still follow me a little. I remember sitting in class on the first day. I had my new book bag, pencils and lunch box. My mom realized how hard the move had been on my brother and I so buying new school supplies seemed to be a way to make it easier. Anyway, I’m sitting in my seat and the teacher announces to the class, “Ok, let’s put our pencils up.” Well I, who was trying hard to be the best student ever, put my pencil up in the air. As I looked around the classroom, I was the only one with my pencil up in the air and the only one that everyone’s eyes seemed to be on. Looking back I know this is a small moment but it did impact me and it’s a memory I keep with me.

After that day I got better at learning the new language around me. The hardest saying to learn was “What you know good?”. I still don’t ever say this one, but if I’m asked this question I know how to answer it. The differences in my accent stayed around much longer and kids in my class, who became my best friends, still ask me to say certain words because I say my vowels a little differently –in my opinion I say them more distinctly -but that’s an argument for another day. Even my teachers would ask me to say certain words because they just wanted to hear how I said it and then they would mimic what I said afterward, along with a little chuckle. As an adult I don’t really mind it anymore when something I say comes out differently, but as a kid it got old fast.

Now that I have told this story, I have to follow it up by saying that I would never compare my experience to those of Dowdy and Smith. As children they had to deal with many deeper issues that at times went beyond the language. Both Dowdy and Smith were forced to choose which was more important – their home language and culture or fitting into and succeeding in the dominant culture. Children shouldn’t be asked to make that choice – the value and intelligence of an individual should not be judged by their language but instead their language should be considered as a gift, a resource that they bring to the classroom. Children need the support of their teacher to nurture and develop the person they are to be and in doing so they need a teacher that values and appreciates the story that they bring to the classroom. Our classrooms are full of students from different cultures and communities and in those differences we can find an unbelievable amount of knowledge to be shared. Our language is one of the first things we learn from our family and in school it is one of the first things that others notice about us. If a student’s first experiences using language in school are marked with ridicule it isn’t surprising that many of our students choose to remain silent. If we want all of our students to feel comfortable in discussing and sharing what they know and what they have learned, then we need to make sure we allow them to speak loudly with the language they know the best. To end I feel the need to put in one of the MANY thoughtful quotes written by both authors:

So, for the colonized speaker, the issue is not really about whether she has a language or not. The issue is about having enough opportunity to practice that language in “legitimate” communications. The central concern is about having the freedom to go back and forth from the home language to the public language without feeling a sense of inferiority. The issue is about letting colonized people communicate in their many spheres of communication, and not limiting them to jazz, reggae, samba, calypso, and zouk. Let the Head Girl be a good Masai and the cricketer hit the ball beyond the boundary ovuh dyuh (p. 13).

Amie Snow

Hi Everyone,
I've enjoyed reading your background pieces and am excited that we have quite a diverse group here --- though we are all united by our passion for literacy and learning.
I asked you all to think about your own histories as a literacy learner, and I will do the same. My first very vivid experience of assuming an identity as a reader was in The Bluebird reading group in 2nd grade. This was the advanced group, but I was always acutely aware that I was being pulled away from my peers for something "special." The Bluebird table was in the center of the room for everyone to see and hear. What I remember most is the feeling it gave me -- not of pride, but of sadness. It didn't feel fair to me at the time; something just seemed "off" about the entire practice! It must have had something to do with my closest friends not being Bluebirds. Reflecting on this moment makes me understand that even at that age, I was aware of the inextricable connections between the social and the academic, between language and identity.
That 2nd grade year really is the root of my love of language. I was a middle school LA teacher for 6 years in Atlanta, and my PhD is in literacy. If I could not read, and could not write, I don't know how I could live fully. Thus the impetus for this course -- to critique ways in which those whose language, literacy, and identity are *not* valued in the classroom, and what we can do about it!
I look forward to the course and lively discussions.
Alecia Jackson

Hello everyone.
I am late in joining the group, but let me introduce myself. I am in my fourth year of teaching third grade at Webb Murray in Catawba County. I have a wonderful supportive husband of 20 years, a beautiful daughter who is a freshman at Davidson College and a handsome son who is a junior in a high school/early college program. Baxter and Zoe, just barked, to remind me to mention them. Baxter is a terrier mix and Zoe is a bichon poodle mix,(one of my daughter's friends asked "What is that a teddy bear on crack?")
I stayed at home with my children for many years, joining the work force just three and half years ago. I wouldn't trade those years for anything! But I have fallen in love with teaching! One of the goals I have for myself and my classroom to spark the love of reading. I read each day to my class, just as did my sixth grade teacher, Mrs Wade. I still can hear her voice reading "Island of the Blue Dolphins" and "Where the Red Fern Grows". To this day they are still some of my favorite books.
Growing up I was an avid reader. My mother was always telling me to cut out the light and go to sleep, my response was always the same, just one more page. When she came in, many pages later to cut out my light, I would say goodnight, and when she was back in her room I would get out the flashlight from under the bed and finish reading my book. In the days before I worked full time, I had to get everything done before I started reading, because I wouldn't stop reading until I finished the book. Alas now, I have to put down the book. However, as I read in the course expectations and requirements, this will allow ample time to reflect and think on the readings yet to come.
I going to go read now.
Until next time,
SuSu Watson

As I read the first part of The Skin That We Speak, I truly began to reflect on my life experiences and how they have impacted me. Although moving a lot had many disadvantages it also at many advantages. I have always accepted people for who they are and never understood why there is so much racism in the world. So unlike Dowdy and Smith there never was another language that completely dominated over English where I lived/grew up and I did not feel the prejudice that they did or have to 'fight' to fit in. English was the language that made it possible for us to communicate in a community full of people from different places.

My mom married my step dad when I was seven. He was in the Navy so because of that and some other circumstances we moved often. Everywhere that we lived we always had a sense of community no matter what your race or identity. However, we all had two common threads, we were military and we spoke English. We might have different accents or even said a few words differently but overall we spoke English. This book makes me wonder how hard it might have been, for us as military children, if we didn’t have that common thread of language and none of us understood each other.

Maybe I am being devils advocate because I think about military communities and schools like South Fork Elementary and wonder how could or would you teach the children at that school, in which over 26 different languages are spoken, if you didn’t pull them together with a common language. How would they communicate with each other? I also think of Middle Fork, a school I taught at for two years, and the families there. A large portion of the population was Hispanic. However, they spoke many different forms/dialects of Spanish. Our teachers that could translate for families in meetings ran into the difficulty of not knowing the correct dialect of Spanish to communicate with certain families.

Now don’t get me wrong I feel that an individual’s native language and culture is extremely important and it helps make each and every one of us unique. I also feel that children should not feel ashamed to speak in their native language and when they are doing things such as journal writing that they should not be burdened by the stress of translating to English. However, when they are writing papers for “publication” or to share with the class or public I feel that it is necessary to be able to write/speak in English.

I also believe that the ability to speak multiple languages is an advantage not a disorder. So I guess my question is how do we maintain a common language in our country while equaling respecting and embracing the many languages that are spoken in our country?

Amy Spade

As I read these first two chapters, I was struck by how the authors focused on their differences. They were different linguistically from their peers or from an educator's perception of what literacy is. The question I am left wondering is where is the sense of building community? It seemed that a choice had to be made between a native tongue and a more socially acceptable form of communication. These authors felt as though they were forced to make absolute decisions about their communication in order to survive or more importantly succeed in educational endeavors. Dowdy talked about "assuming the best mask ever fabricated: the mask of language." This disheartened me greatly. Are our ESL students living with this mask on each day they attend school? Are they experiencing such inner turmoil as Dowdy and Smith? When has language acquisition, language experience, and language retrieval crossed too many lines in the life of a child? I read these two chapters with more questions than answers. Where was a sense of community developed in these authors' lives? Instead, it appears that they felt a need to vacillate between communities, rather than adhere to a persona equipped to deal with whatever environment they were present in. Is literacy choosing one tongue over another forever? Or aren't there ways to incorporate how one is raised at home with how the schedule runs at school, or at church, or in any other environment. I am speaking from an ignorant place. My students are mainly white, upper middle class children in a private school setting. My upbringing was problem free linguistically or in terms of acquiring and building literacy knowledge. Is literacy too broad a topic to offer a list of absolutes for children in different envrionments? How do we take where a student is and lead them to authenticity in their literacy development?
Stefoni Shaw

As I reflect on the introduction and the first two chapters of The Skin That We Speak, a single comment sticks out: “I invented a character who wanted to please her teachers and her dead mother”. This comment was from the author in the first passage, Ovuh Dyuh. The reason this comment stays in my mind is because I can’t help wondering how it felt to grow up and feel this way all through high school, which is a tough time to go through because of the battles we face. I felt sorry for the author after reading that, she speaks about being able to create the character because of her acting desires, but I’m sure no one regardless of their desires, enjoys creating a character that doesn’t represent her beliefs in order to do well in school. But then I wonder, when she “played the character” did she still represent her beliefs? They may have because of the way her mother’s beliefs influenced her, she may have felt it was a necessary part in achieving her goals. After she did was she needed to do to succeed in school, and got the job at a television station she described how she had a new opportunity in life and “the chains fell from around my tongue, and my brain began to feel as if it were oiled and moving along…” I wonder if she immediately felt that way. Maybe she did not feel this way until she reflected on her past? I would compare this to my experience during student teaching and other internships within the school system, but they were all in the mountain areas and the only thing I could think about are the students who have the “mountain accents”, and those accents seem to be accepted more so than the language Dowdy was describing.

I enjoyed reading both excerpts because the authors had two different feelings towards speaking the language that was deemed proper. (At least I felt they had two different view points.) I think they were so different because Dowdy experienced success in school and rejection from her peers at times, instead Smith appears to refuse to succumb the pressure. He experiences a lot of rejection from the school system as he was tested for mental disorders and received suggestions to attend the speech clinic for therapy. I think there are families that would be outraged today if their child had to attend separate schools because they scored low in English Comprehension, instead of teaching them at the neighborhood school. Smith makes a comment about his label in high school: “by the time I reached the ninth grade at Edison, I was labeled anti-social and described acting out”. I read this and thought who wouldn’t act out and be anti-social? Based on both stories it seems that both author experienced success, which is amazing to me because after all of the negative comments and suggestions from educators and other school personnel, they pushed on. I hope it is success in their eyes.

Elizabeth Griffin

For at least 200 years, Americans have been forging a linguistic identity of their own. Once the United States gained its independence from Great Britain, the citizenry sought to forge a new national identity. It is no wonder that one of the primary means of accomplishing this was through their language. Noah Webster's “American English” dictionary in the 1800s, with its more simplistic spelling methods and new vocabulary, created a new form of the English language that is still used in the United States today. This movement by the American public shows the how a group's “language of intimacy” (Delpit, 12) can reflect the cultural identity of that group.

Even within the United States, itself, various regions have dialects that are unique—each one subconsciously being judged by its listener. For example, if a movie director wants a character that seems ignorant, he will cast someone who has the thickest southern accent imaginable, and put him in West Virginia. If he wants a female that is just “dumb,” he will cast her with blond hair, and give her a “valley girl” accent. These examples could go on all day. However, the point is, like the essayists point out in the book, humans are constantly being judged by their language.

Unlike Joanne Dowdy, I did not have a parent who told me that I should lose my thick southern accent if I wanted to succeed. I was very successful throughout school—blindly unaware of how many in the country judge those with my dialect. It was not until I went to college at North Carolina State where I learned that “survival techniques involve double realities (11).” Now, I realize that N.C. State is still in the South, but Raleigh is a large city with a salad bowl mixture of people. As I began my courses, I realized that students and professors were trying their very best to transform their southern accents into more mainstream English—especially for presentations or meetings with colleagues. It was like the language that I associated with my home and childhood would not “work” in the real world. What ultimately led me to rethink my usage of language was one night at dinner. Without even thinking, I ordered the salmon (clearly pronouncing the “l” like everyone else in my hometown). After being made fun of, I immediately learned the art of code switching. Ironically, I am engaged to a man originally from upstate New York. This has made each of us more aware than ever of our dialects, and how others judge them. It is because of my experiences, that I feel a kinship with Ms. Dowdy.

I thought that it was interesting that in Trinidad, the native Trinidadian language/culture was really only accepted in the entertainment field. Similarly, in the U.S. African Americans and their culture first gained momentum in this same arena. Take for instance, the music industry. The words “rock and roll,” themselves, are rooted in black culture. For African Americans, it was slang for dance or sex. Many of the hits of early great artists, such as Elvis Presley, were either complete fabrications of “black” songs, or closely related versions. African Americans such as Muhammad Ali and Jackie Robinson helped the movement of African Americans in the sports arena.

I really appreciated the fact that Ernie Smith chose to incorporate his intimate language (ebonics) into his essay. It provided the reader an opportunity to gain some insight into this man's world. I still struggle with my language identity. It is very difficult for me to go with my fiance to his hometown, without feeling the pressure of “not living up to the stereotype.” I feel that I cannot let my guard down. Don't get me wrong, they know that I am from the south—I can't hide all aspects of my southern dialect. But rather than just relaxing my tongue, I try very hard to speak a more standardized version of English—I would never say “aint” or “y'all.”

Did anyone else think that it was ironic that the reform school that Mr. Smith was sent to was “Jacob A. Riis School?” Jacob Riis was an early pioneer for reform. He represented and spoke up for those who were unfortunate, and often did not have a voice of their own. His piece, “How the other half lives,” was almost solely responsible for the reform of immigrant living conditions.

Heather Coe

Language is an interesting concept. It can be a uniting factor in a group of people but also a dividing factor. I remember the first time I traveled outside of the southern United States. I went to Washington DC with a group of peers. I noticed quickly that we sometimes received strange stares from people as we conversed. Then, I went on to make the tragic mistake of ordering sweet tea at a local restaurant. It was a unique cultural experience, and it made me realize that people had differences, even those of similar ethnicities, races, backgrounds, religion, and more. Language and dialect are parts of who we are as people.
While reading, I thought of my own experiences with different dialects and languages. Just as in the reading, I had learned to "code switch." I learned to speak standard English in professional settings and keep my "Southern" dialect with family and friends. Although my experiences were not as extreme as working on the streets then gaining professional degrees as in The Skin that We Speak, I knew that I was labeled the moment I opened my mouth using my acquired Southern dialect. Therefore, I was quick to learn standard English before college and scholarship interviews. On p. 10-11, there was a quote that really seemed like a profound realization to me. "I could travel up and down the continental shift, moving from Caribbean to English intonations, without anyone being offended. All the shades of my existence could be called into the performance medium, and I, at last, could feel integrated." It is powerful to hear that someone who has struggled throughout school and life because of misconceptions associated with dialect could successfully balance a new and old identity. I have often considered myself as two different beings in this same way.
Overall, I think the reading showed the difficulty and damage associated with misconceptions and prejudices, especially those with language and dialect. Although we may need a standard way of communicating, it is extremely important that people are allowed to keep their own identity. On p. 13, there were a couple of lines that really provided a main idea for the reading. It said, "The central concern is about having the freedom to go back and forth frm the home language to the public language without feeling a sense of inferiority."
As educators, it is important that we attempt to let go of preconceptions about children or groups of people. A person's background says very little about their intelligence or potential in life. The lesson is that in life or in the microcosms of our classrooms, we should keep an open mind regarding culture, language, and background. Our biases can become self-fulfilling prophecies in the people we come in contact with throughout our personal and professional lives.

Brittany Guy

The title of the preface spoke to me and I believe is the key theme that runs throughout the two chapters we read. Both Dowdy and Smith wrote moving accounts of how their lives were changed by judgment of a dialect they spoke. How sad to have a life negatively affected by a dialect you thought was proper! I found myself wondering throughout both of these chapters, "WHO says this dialect isn't correct?" It seemed as though, in both cases, schools & educators were the cause, and again, I found myself wondering, "what makes THEM the experts?"

In the preface, the Delpit told a story of a young, Hispanic boy and his grandmother in a waiting room. I found myself wanting to push through the pages of the book to come to their defense when the older, white woman told the pair that "he should learn English." I feel that many English speaking people feel this same way; we are snobs about our language, feeling that everyone should speak it, everyone should understand it, but what makes English speakers the experts on language? Why should there be a certain way of speaking? Why take all the diversity out of this world?

Before this year, I had never dealt with non-English speakers in a classroom before. This semester, however, I have two Hispanic boys in my Freshman English class. One has been in the country 3 years and can speak English pretty well; one has been here about 3 months and cannot speak much English at all. I have enjoyed the challenge of having these boys in my class, but have noticed that they really hold back when trying to communicate with me. Even the boy who speaks English well will hesitate when asking me a question or answering me. I can completely understand their hesitation though. Put me in a classroom in Mexico, and I'd surely hesitate as well! I am sure these boys have the same confusion that Dowdy and Smith had when wondering how to act and speak between the two environments they are in each day.

Even though I've grown up in the South, my Southern dialect is not all that strong. Many people are surprised to learn that I'm from the South when I travel. I'm not sure why this is, but it has definitely made me more aware of other dialects around me while helping me to accept each separate one as it's own form of communication. Isn't that what language is for anyhow? I loved one of Dowdy's final thoughts at the end of her chapter: "The war will be won when she who is the marginalized comes to speak more in her own language, and people accept her communication as valid as representative" (pg. 13). Language is communication. No matter how one speaks or what dialect or accent they used, if communication is achieved, then I feel that it should be accepted.

Christy Rivers

I was struck by the Joshua Fishman quote at the beginning of chapter one, "What do you lose when you you lose your language?" I think the cost is too great to contemplate. My thoughts immediately go to a teachers assistant that I worked with once. She was from Germany and married to an American. When she came here, she began to to learn English, it was not easy for her, but she kept on. She has two children, and I asked her one time, after a trip to Germany, how her children liked it. She said they loved it, except for the language barrier. I was surprised that her children did not speak German. After all that was her mother tongue, I thought she would have passed her heritage on to her children. When I questioned her about it, she said it was too difficult to learn English and keep up her German. I realize that I won't ever be in her shoes, but would I have made the same choice?
Joanne Dowdy's story was facinating to me. How she developed two separate "languages" or "personalities". Her mother certainly played a role in the making of her life story. But is that really so different from many of us? My grandmother, an educator, was very rigid in regards to language and enunciation. I was chastised for not speaking clearly.She believed you might be poor, but if you were educated, that was something that no one could ever take away from you. I too, had two voices, although certainly not to the extent, of Dowdy. I was raised in a middle class home with educated parents, but when I was in third grade, we moved to a very rural area. I was laughed at for the way I dressed as well as the way I spoke. It didn't take me very long to start wearing blue jeans and plaid shirts and drawlin' my words.
Ernie Smiths piece was interesting. To be honest, most of it was quite new. I have, since third grade lived in Western North Carolina and never in a major city. I have had very little experience with the black population. I tried to think of role models who might use the vernacular of which he spoke, what comes to mind are music and television personalities. Certainly not our new president. Obama is certainly going to be a role model for now and the next generation to come.

Until next time,

SuSu Watson

My title is a combination of words I hear from professionals daily. I thought it fit nicely with this topic.

After reading the article from Dowdy, I had to step back for a moment. She blamed her mother for her being forced to speak “white”. I can understand how she felt. This took away part of her identity. It made me think about what we do to students in school now. As educators we are responsible for teaching Standard English. But at the same time, are we punishing students for speaking and writing in their own language? I am currently grading writing tests for a first grade class. One of the key differences from being a level 3 or a level 4 is that they are moving away from oral language to formal language. But first graders write the way they talk. Even the oral language is grammatically incorrect. How am I ever going to get them to write in formal language? I think it is so important as educators, for us to model correct Standard English. But I do not think we need to punish students for using their own language.
I have a few students in my class now who can “switch” back and forth. When they speak to me it is, “Ms. Feinman, may I please go to the bathroom,?” and when they speak to their classmates it is, “Yo, I’m is going to the bafroom.” I am amazed that first graders can switch back and forth like this. I even had a classroom discussion about it. We wrote down some of the things they hear at home that they never hear at school (minus the curse words). Then we wrote the correct Standard English way to write it. I explained that there is “school talk” and “home talk”. I also told them that when they speak at home, they can speak however they want. But at school, it is expected to be said like this. I am glad that Dowdy was able to use her ability to switch back and forth in acting. In the end, it provided her with wonderful experiences. I am also glad that she was able to show her true identity when she was a prefect. It is so important to embrace cultures, and keep them alive. I hate that her mother pushed her culture away from her.

The thing that stood out most for in Smith’s article was his hatred towards the “boojze”. In my mind I can clearly picture who these people might be at my school. And yet, I know they also have the ability to turn proper English off and on. I have heard them do it in professional settings and social settings. And yet, when I hear a professional educator say things like, axed, funeralized, pacific (specific), bolded (bold print), liberry and so on, I cringe. I also laugh. These same people are wondering why our students are not passing EOGs dealing with written passages and writing. What happens when they come to the word specific? How are they supposed to know what that means when all they have heard their teacher say is pacific. As educators we need to model correct Standard English, and explain WHY it is important to do so.
Another thing that struck me in his article was the lack of black professional role models. To me this makes Obama that much more important. My students can now look up to someone and see that it is possible for them to be anything they want to be, no matter what they look like, or where they have come from. I thought it was interesting that his manner of speaking hurt him so much in school, but provided him much success on the streets. This goes to show that we cannot stifle the cultures that are coming into our schools. Because ultimately we are stifling the success of that child.

-Sarah Feinman

I am going to be completely exposing myself to criticism right now when I say that these writers really sound bitter! Granted, they have been through some things like Ernie Smith whom was basically sent to juvenile hall over his speech, but in many countries and communities, English is the standard course of communication.
Before anyone misunderstands me, let me say that I am a lover of languages. I speak Spanish fluently and want to learn Italian by the end of this year. I am a firm believer in being able to communicate across a wide range of audiences. But let's examine Dowdy's entry. Her family had high aspirations for her to become a citizen in the elite class, right up there with political and royal figures. Imagine if that was one of us. Do you think we would be raised saying ya'll? NO! It is not as much the English language that is to blame, as her family's insistence of "perfection" and idolizing the "Queen's English". Also, why could she not have separated her "proper English" and her "socializing English"? I know that personally, as a teacher, the way I speak adapts to my audience. In class, I speak proper English and instruct my children to do so because I believe that people do pre-determine intelligence by the way one speaks and the ability to converse with other highly trained well educated individuals will ultimately help you succeed in life, right or wrong as it may be. I tell my students that in class, we are there to learn grammar and speak correctly and that they may speak however they want to around friends and family. In the community in which I work in, I realize that many of the parents are not educated and do not understand the ways in which I say things, so in turn, I change my way of speaking to them so that they can understand, just like I have had to have many words explained to me such as "wallering" so that I may understand them. I don't see why, if I have been able to adapt and switch roles in English and Spanish, it would be so hard. I don't feel that my teachers "oppressed" me by correcting my grammar in grade school or telling me that "aight" was incorrect and not suitable for class. I now use these skills to teach.
Imagine also if Ernie Smith's entire chapter had been written in Ebonics. It was difficult looking through and figuring out what he was saying for me in just that little section because we have been skilled in academic English. Now, a "brother" from the "hood" would not have been able to have understood the proper English because he knows only of Ebonics. But, English is one of the universal languages. One will have an extremely tough time learning to read and communicate to more audiences if they are not skilled in basic academic English. If one wishes to remain in one position, trapped by their language, then learn ONLY Ebonics. The truth and reality is that proper English opens up opportunity to pursue many different areas. I do not think anyone should ever be ridiculed because of the way they speak, but it is a truth that in society, almost any society now, a well versed background in English will help you move further ahead.
Whitney Gilbert

Whether we like it or not, language divides. It always has and always will. Although I have known this at some level my whole life, this fact was brought to the forefront of my thinking the last time I visited the DMV. I thought I was being smart to arrive before the office opened in order to be first. Besides underestimating the wait time and the number of people who also wanted to be first, I was shocked to realize I was a "minority" of such in the waiting room. I quickly noticed that no one was speaking English. I eventually spoke to the woman next to me. She smiled, nodded, and looked to the teenage girl who accompanied her. It was obvious we were not going to converse. As more and more people arrived and others shuffled seats, I realized how segregated the room became. Even without the prompt of a class like this, it became apparent to me that this shifting of people into "common" groups was not so much about race as communication. After sitting for two hours I finally stepped to the restroom. When I returned to realize my seat had been taken, I made a deliberate choice to sit in an area where I heard my language being spoken.

One should not assert the division that language creates is bad in and of itself. The fact that a people group shares a language unique to their culture allows that group to maintain distinction. It allows people within that culture to pass down experiences and knowledge that may not be accurately described by words in another language. Throughout history, people groups have relied on language unique to their population for self-preservation--to gain military and political advantage. As Delpit states, “It is no wonder that our first language becomes intimately connected to our identity”. (p. XIX)

However, the divide that language created for Dowdy and Smith was painful. Although both excelled because of their abilities to adapt and make language work to their advantages, both resorted to being people they did not want to be. The “skin that they spoke” spoke so loudly that they—the real Dowdy and Smith—could not be heard.

For me, the great paradox is that language also unifies. History is riddled with examples of how language was used as a unifying means. The Greeks realized the importance of having a people that spoke one language in order to facilitate trade, educate their citizens, and expand their empire. In the late nineteenth century and early twentieth century, many immigrants to this nation took pride in learning English in order to become a part of the great melting pot. The unity that comes with a common language is what allows communication, cooperation and camaraderie. All three allow us to work together to make our society better than the one before.

It is not just the similar tones or specific linguistic code that unifies us in language. It is the message. Words are powerful. When we deem a certain language or dialect as inappropriate, we take away the voice of the people who speak that language. The notes at the end of Smith’s chapter help to validate his language. If Dowdy and Smith did not value his language they would not have included his notes. We would have been left to assign meaning to his words. Why can’t this type of integrated expression happen in our classrooms? Do we really sacrifice academic excellence if we embrace differences in language? By forcing all to be the same in their spoken tongue we divide rather than unite.

Lisa Rasey

As a black woman that grew up in an upper middle class family I found both of these life stories VERY interesting! In a sense I am a lot like Dowdy, except in my life it was not my parents who forced me to speak "white" english, it was my school environment. I remember my 2nd grade teacher declaring that I was "highly intelligent" and "very gifted" during a parent-teacher, student lead conference and she insisted that my parents sign the paper work so that I could get tested for AG. I tested and I passed. Gone were the days when I would sit in a nicely mixed class with a variety of racial and ethnic backgrounds. Gone were the days of hearing the "language" of the students that looked like me. I was in a new day. A day where I was moved out of my 2nd grade class in the middle of the year. A day where I would be the only black student in a class full of white students, because where I went to school all the AG children were in one class, and we moved up together as a group. First to 3rd grade then to 4th and 5th (and we stayed their for 2 years because it was an AG combination class). The "language" that I heard all day at school was the same "language" that I heard in my home.

Unlike Dowdy I did not wish to say "ovuh dyuh" because in the world that I now learned in, "ovuh dyuh" just didn't sound right. Not only did it not sound right, but I didn't grow up in the world of "I'm fixina to" so I did not have the need to speak the "language". My parents are professionals, my parents' friends are professionals, most people in my extended family have a masters or a doctoral degree and we just don't talk like that. Like Dowdy's mom, my entire family knows how to "curse in white" because we know where we live. I am not going to say that things aren't changing, but we still live in a world where what you know isn't as important as what you look like or the language you speak.

However, I do have issues with the "issue" of Ebonics. It is a language, just like Spanish is a language. And I say it is a language because you literally have to translate the words and phrases to find meaning. In our classrooms we are very accomodating with our Spanish speaking students and their parents. We don't make our Hispanic children feel bad because they have limited "white" english. We also don't make their parents feel bad because we have to get a "translator" in order to have a conference. So why is it okay to tell a child that their "black" english is wrong or that they shouldn't speak that way? By no means am I saying let's not teach children "proper" english, but where do you draw the line between teaching "proper english" and taking away a child's identity?

How many minority children are in the same educational boat as Ernie Smith simply because they don't speak "proper" english? And who defines what "proper" english is? If you have ever spent some time in educated Boston, then you know North Carolinians do not speak "proper" english. But if we took a trip to middle of nowhere Utah our "english" would be very proper. Sadly, the question that keeps popping in my mind is "What is the real issue, the language itself or the color of the language speakers?"

Honestly, I am riding the fence on this one. I personally would not like to sit in a lecture or a meeting where the presenter spoke to me in Ebonics. However, if there are a group of African-Americans that want to use their own language to communicate why should they be made to feel like they are any less American?

Cherrita Hayden-McMillan

Even though I've never fully experienced the same issue, I understand Delpit's concern that African-American children hesitate to speak because they are worried of what others will think. In some way, everyone who speaks a dialect other than standard English has a fear that they'll be ostracized in a society they so desperately want to fit in to. I wish she had mentioned non-standard English speakers as a whole, like Judith Baker did in her chapter, although I understand you have to "write what you know." I have felt this fear myself many times, although my fear comes from saying something unintelligent in a classroom full of deep, intellectual people, saying something that others disagree with, or speaking up only to be interrupted. It's not the same, I know, but it is a slight connection, and I have felt it often, especially in honors/AP classes in high school/college.

Perhaps I'm interpreting this chapter all wrong, but I didn't like how she described classrooms: "students rarely get to talk in classrooms...children are taught through worksheets or textbooks that make no reference to their lived experiences...teachers seldom know much about the children's lives...or aren't willing to connect instruction to issues that matter" (pages 40-41). There are so many teachers whose style is the complete opposite of this description. I can't think of a single teacher I know who doesn't allow student communication or who doesn't allow room in the curriculum for flexibility. Sure, there are teachers who make this stereotype a reality; we are all imperfect teachers, but many of us don't get into the profession for the reasons she mentioned.

That said, I wholeheartedly agree that students who feel comfortable, safe, and accepted in any environment will flourish in the subject area, be it language, literature, science, etc. I think it goes without saying that when humans feel their safety or comfort compromised, we put up a wall and block out anything new. Fight or flight, right? My favorite line in Delpit's chapter was, "their not achieving is not the way things should be, but a serious break in the history of the world" (pg. 46). I loved this. It is my hope that we can convince ALL students, regardless of their race, gender, whatever, that they are in a long line of learners, and that what they learn in school today affects their future. So powerful. I fully appreciated Baker's tips for making non-standard English speakers feel more comfortable. This would work wonderfully in a more diverse classroom; however in a classroom like mine where 99.9% are white, it might draw unwanted attention to those students who are "different."

I did enjoy reading and learning more about Ebonics from Delpit's point of view. I'd like to learn more about how their African root language has evolved to make this new dialect. Being from SC originally, I am familiar with the Gullah language, and boy is THAT fascinating. I'd like to learn more about the ties between the two.

Regarding the "permission to fail" chapter...this scared me. I wonder how many times I have inadvertently done this to a student. I thought about my 2 Hispanic students in this chapter. Because of the language barrier and the fact that (at the moment) I have no ESL teacher to help me, there are just things I cannot explain to them. Also, because of the speed in which the class moves and the prior knowledge needed to succeed, I sometimes let them off the hook for doing certain activities. I worry I'm giving them "permission to fail," but I don't really know what else to do...

Christy Rivers
(sorry for the long post...there were so many ideas spinning around in my head!:))

The main idea I took from these chapters was, "Teachers and schools must accept students, their native languages/dialects, and demand success." As Delpit learned from her daughter, a child can and will learn to code switch. When that little girl's affective filter was lowered in the presence of those who accepted her and her speech, she blossomed. Her school was inviting and she could connect there. Another place students were accepted and learned respect for one another was in Baker's classroom. I loved that they examined their speech and role-played. I loved even more the idea in chapter 7 of taking a piece of music and bringing it to life on paper! That teacher was willing to do something new and different just to see if it would motivate. I would like to try that idea in my own classroom. Sometimes when I don't what direction to go in next, I ask my students, "What would you like to study next?" Sometimes I get answers like, "dinos" and sometimes I get answers like, "Could you help us with the parts of speech." Maybe we should do more asking.
Chapter 8 was an "ah ha moment" for me reading about the man who had never driven a car. We would never consider him dumb or unable to learn! The same is true of children who have never used computers. We just give them more time and more exposure. Why is it so different when the child cannot read? We need to give them more time and more exposure.
This week in my school I have tried to ask myself, "Am I saying/thinking this because I belong to the class in power? (white middle class)" "How would a minority see this situation?" I think this is what we all must train ourselves to do.

Ashley Catlett

I found it interesting that both the Delpit and Baker chapters addressed many of the questions raised in our first blog: How do educators teach Standard English in a manner that honors the students’ home language? It makes sense to go back to language acquisition theory. We have known for years that language is best learned in social settings, not formal classrooms. So it is logical to find ways to teach that are relevant to the students’ interests. I love the “hair” theme. It reminds me of a book my husband just purchased to use in his high school algebra class: Toys to Tools: Connecting Student Cell Phones to Education, by Liz Kolb. “If you can’t beat ‘em, join ‘em!” I also love Baker’s idea to study her students’ home languages. What a wonderful way to validate their oral language while recognizing a need for Standard English in other settings. Both authors made me wonder if I am doing enough to make my students feel comfortable talking in my class? Do I provide enough opportunities for them to use language? Am I creating relevant, motivating learning opportunities? How do they receive my “corrections?” My method for “correcting” non-standard English is the same one I used with my own young children. I repeat their phrase correctly, in a conversational manner. I hope this simply serves as a model for future. But I wonder, is this okay? Or have I inflicted irreparable damage to some child’s self-esteem?

I saw myself in the Ladson-Billings chapter on “Permission to Fail and Demands to Succeed in Urban Classrooms” and the Purcell-Gates chapter on “Issues of Literacy and Power.” I’ve been guilty of not pushing all of my students equally. As much as I love working with struggling readers and writers, I sometimes feel overwhelmed by the amount of time and effort a low performing student needs from me. Some days, I just don’t have the energy to demand success. It’s not personal, it’s just harder. Our children come to school with so many needs and there’s never enough of me to go around. I’m not saying this is right, or trying to make excuses. I’m just being honest. It’s tough to meet everyone’s needs every day. So I just do the best I can and pray that it’s enough for today.

Jayne Thompson

and students education of language and literacy is affected by them, and Purcell-Gates argued that "it is the duty of teachers to guide all students to literacy with equal rigor". I felt these chapters were a little more beneficial than the previous chapters because within the chapters there were examples of how to acknowledge the "isms" in a positive atmosphere and how to build instruction based on the background the students bring into the classrooms.

In chapter 3 the author argues that "if schools are to be as successful at teaching Standard English, they must be just as welcoming", she is speaking of the lives of the children and their interests. The chapters we read for the last assignment identified the issues and struggles of several children and how their lives in the school system affected them, and problems with the school system. I always feel that if there are going to be problems identified, there should be suggestions for improvement. In these chapters we have more of an idea of how to improve the instruction our children receive regarding the instruction towards standard English and written expression. In chapter 3 Deplit writes about the struggle her daughter had in the school system. She writes about her daughter feeling more comfortable in the school system where she was surrounded by more students of her race and how she felt embraced by them. If I am correct, I feel Deplit argues because her daughter felt accepted by her peers which made her lower her guard and "embraced the language of her new friends". I wondered if we as teachers provide a welcoming environment with standard English models who welcome conversation, if it would bring a learning environment where students build their understanding of Standard English. Is providing that environment enough? And if so, how do we effectively "correct" the dialogue within conversation without the students feeling attacked. Because it seems the subject is a very fragile topic.

The people who compiled the book are very talented, because I was feeling as if there were too many complaints and too few ideas for improvement. Then I read Trilingualism. In the chapter Judith Baker describes an activity she completes with her diverse high school class. The activity represents her theory that there are at least three forms of English that should be learned. The labels and definitions she proposed, I agree with. I think students have a "home", "formal", and "professional". I think most of the chapters we have read so far, lead to this point.
Everyone has read the activity so I do not want to go into detail, instead I have a question. Like I said I do not have a classroom of my own and I haven't spent much time in the high school setting, but I wondered about specific part of Baker's activity. Within the discussion at the beginning of the assignment, some of the students were commenting that it takes more time to add an s on the end of a word and those who do not enunciate are lazy. I understand this activity addresses the sensitive feelings some students have for their "home" language. I also understand there needs to be a certain amount of maturity for the activity to be successful, but to those of you have classes do you think this would bring up to much emotion and people feel attacked?

I also enjoyed reading Chapter 7 because the author provided another suggestion with an activity that addressed the problems that have been pinpointed. I understand the issue that is present in some classes, the "permission to fail" some students receive from their teachers. The author describes situations where students receive the permission to fail from their teachers, but continues by describing a situation where a teacher appears to be very effective. I admire Carter for approaching the educational system without a undergraduate degree in education, but I think there is a point the authors are trying to make by identifying that his undergraduate degree was not in education. In every field there are going to be those who have a higher success rate with their responsibilities, but sometimes I think our creativity can be weakened by factors that face us in the school system. Carter did not allow those factors to limit his teaching ability, and his unspoken perseverance in an urban school system is "mystical and magical". As the authors say, the "magic is in the teaching". I hope to be as creative as some of these examples, but to also accept the cultural difference that is described in chapter 8 by Purcell-Gates. Because I believe it is a cultural difference, not a cultural deficit, and with early intervention in the young grades students will have more opportunity for success.

Elizabeth Griffin

These were very hard chapters for me to read. Although it has been some time since I have been in the classroom, I know what kind of a teacher I was then. While I thought I cared deeply for my students, I did not recognize the brilliance of each one. Delpit asserts, “If students are to acquire a second language form in school, teachers must not only see their students as nondeficient, they must understand their brilliance, and the brilliance of their home language” (p. 42). Instead of recognizing the brilliance of my students, I was totally enthralled with making my students brilliant—giving them the knowledge base, language and skills I thought they needed to become brilliant.

Recognizing the brilliance of my students’ home languages requires an authentic response from me. Judith Baker makes the point that it is not enough to “pretend” to respect a student’s home language (p. 56). And thus, I admit I have a problem. Appropriate language was so promoted and valued in all venues of my upbringing that I recognize I am a product of a system that most values Standard English. I am conflicted as to how I will change who I am in order to truly meet the needs of my students. It is at this moment I realize how much my identity is truly tied to my language also. And, for the first time, I may be struggling with some of the very same issues with which my students struggle. How will I value Ebonics without disrespecting my own home language?

A careful examination of my own life yields credence to Judith Baker’s “trilingualism” although I have never really considered “teaching” all three forms of English. Is the key truly in presenting various forms of English and allowing students to make an informed decision as to which will serve their life purposes best? By providing “motivation first, rules last” will I demonstrate an authentic respect for my students’ home languages? If I demand the very best of my students, ensure they understand their own brilliant heritage, and demonstrate “their not achieving is not the way things should be, but a serious break in the history of the world” (Delpit, p. 46) then am I beginning to recognize their brilliance and true potential? For me, the answers to these questions provide a map for the long journey I have to truly respecting another’s home language and recognizing it as brilliant.

Lisa Rasey

I enjoyed these four chapters more than the previous ones probably because they provided real classroom situations and practical knowledge. I was not surprised by Lisa Delpits daughter and her rapid change in language. I believe children are very quick learners, we often forget that and insist on trying to drill things into their heads. I also admired the way Delpit handled the situation and did not make her daughter not use her new language. But rather made sure that her daughter knew how and when to use which language.
Delpit (p.40) states that "When students do get a chance to speak, if anyone uses what the teacher considers to be 'bad English', the transgressor is told that he or she is speaking incorrectly and must "fix" the language in order to gain a response..." I feel that this is one area where I do a good job. I do not correct a child, or even tell them that it is wrong. I simply ask if there is another way to say it. Even then, I don't always do that.
I loved it when Delpit talked about the middle school and the "hair curriculum". What a great concept? I will be looking for ways to incorporate something like this in my classroom, on a smaller, third grade scale of course.
Judith Bakers essay touched me on so many levels. The idea of three forms of English was very enlightening. Although I have never thought of that way, I agree whole heartly with the concept. The projects she did with her students were inspiring. She was able to embrace where each child came from and build upon that foundation, to create some wonderful learning experiences in which the children learned to respect each other and were able to move forward in their education.
"I ain't writin' nuttin'" really made me think. Do I give permission to fail? I think back to my first year of teaching. I had a EC student. I allowed him to do nothing in my classroom, because it took so much effort on my part to get him to do anything. I know that I failed that child. I have since required more of my EC students, realizing my mistake that first year. But, the chapter really made me think, do I demand all students to succeed?
The story of Carter Forshay was another motivating story. He was able to have his connect and create in a non traditional way, that will have life long meaning for those students. This is the kind of teacher I am trying to be, finding ways to reach children and motivate them in all subjects, not just the classes they enjoy. I have The Magnificent Seven by Elmer Bernstein on my ipod. Every time I hear it, I "see" a story... cowboys, indians, and danger on on the open plains of the West. I have often thought of having students listen to it and write the story they hear when they listen to the song. But alas that is all that I ever done, think about it. But maybe I will try it complete with character webs and all. My guess is that before we finish this class I will have tried. Remind me to let you know how it turns out.
I recognized the story of "Donny" from Victoria Purcell- Gates from undergraduate studies. This story always touches my heart, since I have always lived in rural areas like McDowell county and Boone. I believe, as I am sure most of you do, the true tragedy of the story is the schools refusal to listen until a phone call from Dr. Purcell Gates. Oh I pray that I will never be that teacher.
I have this very year, done the same thing "Miss M." did on page 136. I had a student stand because he kept falling asleep during the reading of a passage. I felt bad about it, thinking perhaps I wasn't taking into consideration things that may be going on in his home that I wasn't aware of, and that maybe I had been a little harsh. But after reading this piece, maybe I did the right thing after all. Does anyone else feel that sometimes teaching is a fine line. We must care and we must demand, we must be all things to all children. No wonder I come exhausted at the end of the day.
I really did enjoy these chapters and the reflections it allowed me to have on my classroom. These chapters have certainly encouraged me to reflect and try new things in my classroom.
Until next time,

SuSu Watson

From the beginning of the section, I was very intrigued by the reading. The 1917 Speech Week Pledge immediately put thoughts of Stepford wives in my head, with its insisting that people “speak pleasantly.” Then I started to think about what today’s version of that 1917 pledge might look like. It would definitely have to be amended. Instead of just “no yehs or uh-hums,” it would have to include a section on no “LOLs, IDKs, or any other messaging lingo.” Since the dawn of text messaging, these abbreviations and others are constantly being included in the vocabulary of today’s youth. This is one of things that separates my generation from the generation that I teach.

One constant theme that I discovered throughout the reading was the idea that a person can happily exist with two (or three) “languages,” and educators should encourage, rather than insult, a person’s “home” language. Without an appreciation for their students’ identity, a teacher can never fully reach that child--in effect, they cannot encourage them to learn “proper” English. Children will never forget the language that they most identity with. As the reading suggests, we must make school an inviting place for children. I thought that it was fascinating that the author intertwined hair into the Middle School curriculum. There’s probably no better way to reach the kids than through cosmetics.

Language, as mentioned in previous posts, has a way of connecting a culture of people. Have you ever been to a restaurant and sat next to a group of Hispanics (for example) that spoke very good English to the waiter, but immediately switched back to Spanish when addressing each other? Until now, I don’t think that I fully understood why. Their language sets them apart from everyone else. It allows them to connect with each other in a way that I can’t relate to. This same phenomenon happens with children in school. Whether they are speaking Ebonics, Spanish, or Mandarin, their language allows them to identify with a group. Even when Carter Forshay got his fourth grade class to write a story, within it were elements of their vernacular (“dissin,” for example).

Before reading Judith Baker’s essay, I had never considered the idea of “trilingualism.” It is absolutely true! For example, an educator uses jargon on a daily basis that the majority of the world would not understand--PEPs, ASD, EOGs, EC, IEP, AYP, just to name a few. However, are kids supposed to learn their “technical” language while still in school? As a Senior in High School, I had no idea what I wanted to do as an adult (much less in Middle School). The way that high schools track kids is a little upsetting. The majority of these kids have no clue what profession they want to enter.

The story of Donny and Jenny was very upsetting for me. I couldn’t imagine growing up with parents who could not read and write. As sad as it is, I have heard several teachers react to parents in the same respect that Jenny was treated. Although she was correct that Donny should have been held back, they ignored her because of her Appalachia dialect. A lot of teachers think that kids who do not speak proper English have no chance of succeeding in school. But, as Victoria Purcell-Gates pointed out, even upper middle class kids do not talk like they write. She explained that learning how to talk in church, school, or court comes with experience, just like knowing how to write a letter, story, or book report. Honestly, this completely changed the way that I thought about kids and their ability to learn. The reason that middle and upper class kids knew more about reading than Donny, was the fact that they had experience with it. They knew that a person’s mouth moved when they read aloud. They knew that a person read left to right. The reason that Donny was not proficient, was because he had no experience with literacy. I think that more teachers need to realize why some students are not as successful. Instead of just giving up and accepting that they will fail, they need to demand success.

Heather Coe

After reading Chapter 3, many things stuck out in my mind. The first that stuck out was the quote from Maya Angelou on page 35. She brings out an excellent point. Are we telling young people that because you have your own language you do not need to learn another? As an educator, I certainly hope not! But is that what some are being told at home? It just made me wonder. Something else that stood out in my mind was the media attacks on Ebonics. Of course I had never heard of it until the Oakland issue. At that time I was quite young. But I was relying on what my mother thought. She thought it was ridiculous. And she should have, because that was what the media was telling her. As I mentioned in the previous critique, I really like the idea of students being able to switch back and forth between languages, and noted that some of my students can do it now. I think this really needs to be encouraged. I hope to do it more in my classroom. And I hope I help them see the value in knowing how to code switch (and maybe they won't listen to their parents telling them that they don't need to learn a new language!).

I could really relate to the author, Judith Baker in Chapter 4. She seems to be doing the same things that I am doing in my classroom by comparing the home language to Standard English. Of course, she is going about it at a much higher level. As I was walking around my room today, I paid attention to what and how students were saying things. It really made me realize that some of them (not all) are speaking very differently. I think I am going to start making a list of things that students say that are not correct English, and have another whole group discussion about it. Especially after reading all the comments and blogs this week, I want to approach it again. When I had the discussion with them the first time, I said, “school talk” and “home talk” are different. But I like how Baker breaks it down into three categories: home, formal, and professional. I would like to try that with my students. On page 58 she says, “Learning a formal grammar is a choice a student makes-not a choice a teacher makes for a student.” And my question is: are teachers making the grammar interesting and approachable for the students?

This article (chapter 7) nailed it right on the head for me! I am always trying to come up with lessons that are REAL to the students. Working at a Title I school makes it that much more difficult. The students that I have this year are musical and physical learners. I am always trying to find a way to add a song here, or make a movement there. And I know that if I give them a worksheet on contractions, some of them are going to fail. But if I can get them to learn the poem, Puddin Tang, and then recite it by translating the contractions, they will learn contractions. And if we give it a little urban edge, they will really get into it! I feel that every teacher in every school needs to demand success. And just saying it doesn’t cut it.

I like how Purcell-Gates points out that the lack of experience with literacy in the home is not a deficit but a cultural difference. It’s taking me a while to agree with her. In fact, I might be on the fence. The teacher part of me is screaming though. I do understand what she is saying. I believe that everyone should be reading to their children at night. I think it is so incredibly important. Of course I do! I am a teacher! But when I put myself in a parent’s shoes, I can also see how literacy is not a top priority for their child. But as a teacher, I want to show this child that literacy should be a top priority for themselves. I think that is truly the hardest part of my job. Teaching poor minority children that literacy is power is very difficult.

Sarah Feinman

"Education is not the filling of a pail, but the lighting of a fire." -William Butler Yeats This is the quote hanging from the top of my computer screen which catches my eye everytime I sit down at my desk to plan a lesson, write an email, or breathe for a moment. These words rang in my mind just now as I think about the chapters we digested this week. I think Carter Forshay and I could engage in an enlightening conversation about the aforementioned quote. He is lighting fires in his classroom. Children who walk into a classroom with negative attitudes about a specific subject or idea are becoming transformed. The atmosphere in these rooms is changing. The disconnect is connecting, the fog is lifting, the spirit is soaring. Forshay's belief that his students have the "capacity to learn whatever he taught them," is contagious. He thought outside of the box. He covered the necessary material, yet the presentation was relevant. He engaged the learner in their learning. His lessons were purposeful. It was a great piece to read and reflect on my own teaching and pedagogical beliefs. Am I structuring my lessons, my classroom, even my beliefs about my students in such a way as to light a fire? Or am I the teacher mentioned in the first half of the chapter who gives a free pass to failure and disengagement?
Delpit and Forshay are like-minded educators. They believe when you capture a student's interests, they are more likely to build connection; light fires. I have been thinking all week as I teach, what in this lesson is interesting to the lives of my students? While I may not have a student from the hills of Appalachia struggling with English, I do have several who struggle with creative writing. What can I do to build a bridge that may not have been forged in their home environment? Perhaps creative thought or creative play are not key components of their time away from school. What can I do to stand in the gap? The answer to these questions is thought and attention.
These two words were laced in each chapter we read this week. Am I thoughtful and attentive to the needs of my students? Am I considering what each child needs or am I stuck in the teacher's edition and the testing rigamorole that my school has laid out for me? In my specific situation, I do not have a test hanging over my head as an "indicator" of what occurs in my classroom. The greatest part of my school environment is the creativity we can insert into each lesson. While this is amazing, it does require more time. I have so far to go in lighting fires with my lessons, but the fullness I experience when the flames are evident in the eyes of my students is what spurs me on. A friend from class this fall suggested her idea in teaching DOL, or daily oral language skills. She creates a class story involving each student as a character. They continue to correct the grammatical errors necessitated by the curriculum standards, but instead of on a worksheet, they are involved in the discovery on a Smartboard. I began this with my class, and we are deep in a forest with interesting creatures right now reminiscient of the land of Narnia. My favorite question has become, "When are we doing DOL today Mrs. Shaw?" I think there are some embers burning there. Full flame may arrive later in their own creative writing piece.
I think this week, while I am intrigued by code switching, the words that rang out to me were thoughtful, attentive, connection. That is the essence of building Language in the Classroom. The DOL idea is a fantastic one, and it is not original. There is such power in sharing our ideas, we're building fires with each other. It is time to kick the pail out, and make room for a big roast!
Stefoni Shaw

As I read this week’s chapters I couldn’t help but wish that we could discuss them in person. There is SO much to think about in each chapter and I’ve loved all the different perspectives we’ve all brought to the reading. Trying to narrow my response to only one or two issues was challenging for me this week!

I feel like I need to start by sharing a story that doesn’t come from my own experience. It is a story shared by my mentor. Some of you may have heard this story before but I think it’s worth hearing again. It relates directly to one of the main ideas of this collection of texts – a child’s experiences with the printed word impact that child’s ability to learn to read the printed text. As a doctorate student I have been lucky enough to spend a great deal of time outside the confines of a classroom with some of the reading faculty. Most of the time I sit in awe as I listen to each of them share their experiences. One day Dr. Morris shared a story that was told to him by his mentor, Ed Henderson. One day Dr. Henderson was asked by a colleague to observe a first year teacher in her classroom. The colleague was principal of an inner-city school and had been unsure of the instruction the new teacher was providing her new little readers. Dr. Henderson agreed and came to observe the teacher. He also talked with her to see her perspective on her instruction and her reasoning behind it. I don’t recall how many days he observed her but after it was all over, his colleague asked him, “So, what do you think?”. Dr. Henderson told him that he had nothing to worry about. The young teacher was doing exactly what she needed to do. As it turns out this teacher had learned that many of her students had little experience with books and reading. Many of their parents worked 2 and 3 jobs to care for their families and had little time to read at home. Some of the parents never learned to read as children. Some were struggling with moving to a new country and just knew that they wanted their children to be in school but weren’t sure what they should do to help them. This teacher decided that for now, in their first year of school, she would read to them and read to them and read to them. She worked hard to bring the world of books to them, to teach them that the squiggles and shapes on the pages of books meant something and could be read. I think too often we are quick to judge students who come to us unable to read, yet isn’t school where we promise to help them learn?

One other story - The first year I taught fifth graders, I had a student who had already lived through more than I ever had – her mother was in prison, her dad had left some time ago, and she was living with her elderly grandparents, who unfortunately, were dealing with difficult problems of their own. Each day my student would come in looking tired and hungry, and she was. The hungry part I could partially take care of because I tried to keep quick breakfast foods in my room, but as soon as she got into our room, her head would hit the desk. At first I let her sleep. I was a young teacher and thought that I was showing her I cared by letting her sleep. But then I was in one of my master’s classes and we read the same piece by Victoria Purcell –Gates. As I came to the part where she observes an African American teacher in an inner-city school, a light went off for me. I realized I wasn’t giving my student what she really needed. In trying to help her I was actually hurting her, allowing her to miss opportunities to meet her potential and create a better life for herself. Once I saw what I was doing I talked to the teachers she had had before me. I already knew from her file that she has been held back twice. I also knew from my initial reading assessment that she was reading about 2 years below grade level. Her previous teachers weren’t surprised to hear that she slept in class because it had happened with them as well. Year after year, our school had failed her. I honestly don’t believe that any of her former teachers meant to let her fail. I think that they, like me, thought that they were doing the right thing. For the rest of that year, my teaching partner and I tried to make Purcell-Gates proud. We already had high expectations for the class, but we worked hard to make sure that we had those high expectations for all of our students. We demanded that every student stayed awake in class and that all assignments were completed to the best of their abilities. It was hard to wake up our sleeping students and immediately direct them to finish their work. You feel like a bully at first until you realize that what you are giving them is a reason to try. Our student knew that we expected her to work hard but she also knew that at the end of a long day we were there to celebrate her success – for her that became a reason to stay awake.

I think that all teachers need a wake up call from time to time. It’s easy to get caught up in the quickly moving school year and forget that you had planned to work closely with the student reading below grade level, or that you meant to spend time just talking to the student who had lost a love one. Sometimes the wake up call comes in the form of a student different from any you have had before, a student that pushes you to change your instruction to make sure that everyone can learn and grow. Usually, for me, the wake up call comes as I read the words of other educators who have been there before and then I realize what I need to do and it is at that moment that I am grateful for all the others that have taken on this noble career with me.

Amie Snow

While reading this week's articles, I noticed that I had not closely examined some issues dealing with my students as I should have in the past. In No Kinda Sense, Maya is a good example of the effect surroundings can have on students. She excels in the environment that she feels most welcomed. I think this is true with any person, not just a child. In an environment where people are supportive and accepting, we are not as terrified to just be ourselves. When children can forget about trying to conform and "fit in," they can concentrate on their education. I think this crosses more lines than just language though. For example, in the upper grades, it becomes more apparent that social groupings can have an impact on education as well. Students can become so consumed with conforming to society's expectations that they do not concentrate on their learning and education.

Then, Judith Baker goes on to support the notion that students excel in a "home" environment. As an English teacher, she realized that students respond in a more positive way to formal English when they are presented with it in a non-threatening manner. This reminds me again of the troubled student in my class this year. He has responded to very little instruction throughout the course of the year. However, he seems to have more respect for me and will do as I ask most of the time. I think this is truly because I put forth an effort to include him and every other student in every class. I attempt to speak or learn Spanish from my Spanish-speaking students and talk about the sports others play. I think it is extremely important to bring a piece of each and every student to the classroom. I want my class to feel like one family.

In addition to creating an open environment, it is important to include children's lives in their assignments, which was reaffirmed by the Chapter 7 reading Gloria Ladson-Billings. When reading, I immediately remembered a story I heard in college about the NC Writing Test. Apparently, one year the writing prompt for the test asked students to tell about their favorite vacation. Upon first reading the prompt, you might think that this is an interesting topic. However, when one takes into consideration the fact that some students do not know what a vacation is, it is not so fair. Those who are impoverished, who are also unproportionally minorities and those with language barriers, may have never been on a single vacation, while another child may travel to different parts of the country each year. I think it is a great lesson for teachers and the types of lessons we should prepare for students.

Finally, one of my favorite articles is "As soon as she opened her mouth." When I read this article in my undergraduate program, I was infuriated. However, if one sits in the teacher's lounge too long, you can hear this type of discrimination. Although it may not be as terrible as the wording in the article, teachers write children off as "lower" or "incapable" every day. I think this story should be a reminder to teachers of the harmful effects of judging students and the truth in self-fullfilling prophecies.

Brittany Guy

Hi everyone. I have to say that honestly, when I read some of these chapters I was very upset. I feel like a lot of these issues are focused around race and that teachers are really being portrayed as horrible creatures who, in Delpit's view, create this environment of ""Say it right or don't say it at all!"" How many of us have actually ever done this? And why is everything being focused around race in these chapters? I am as white as all of my other children, yet I do not speak with this southern drawl that is found in this area. Each of my students is unique in their own way. They are not all EXACTLY alike and this is something to be celebrated!

I was also really thinking about Delpit's use of her daughter as an example. Her daughter spoke the same way as everyone else in her private school so language was not the seperating boundary making her have lower self esteem. Their were other African American students present, but no African American girls. So, of course being around other students similar to her own physical background and now having others like her to play with made her self esteem grow. I don't see how learning and speaking ebonics had a lot to do with it. That would be like taking the only female in an all boys school, placing her in a southern public school and saying that her self esteem increased because she started saying ya'll, not because she had other females to associate with! Delpit's observations and theories do not hold up here.

Overall, children like new things. They get excited when I speak Spanish in my classroom. It is the learning of new knowledge that makes this fun and interesting, not just the language! They get excited about using big "adult" words when I teach them words like frustrated, pilfer, etc. And these are new things that they can use later on in life. Think about it, the proper use of the English Language, or any other foreign language can be used to reach millions of other people. Ebonics, just like southern slang, only reaches a collective group. It is limiting. So, I understand when people like Maya Angelou fought out against teaching children ebonics and accepting that as a form of communication. As I have said before, the reason for speaking and writing is to express one's feelings, thoughts, and beliefs. Aren't you losing that ability if you can only express them to a certain minority?

It also infuriated me that she was making so many presumptions about educators. Stating that we don't know what our children go through or what kind of backgrounds our children come from. I am sorry, but if that is really the type of teachers she has observed, than she needs a better perspective! I, along with the rest of the teachers I know and admire, make it a POINT to know our children and their lives. We constantly act as social workers, parent educators, nurses, lawyers, best friends, etc. all day every day. That is why we work so hard to help our children get out of the situations that many are in by trying to encourage and empower them with the knowledge they need to be successful and to show the world that they are the bright intelligen children we love! Thus is why I did enjoy Baker's article.

IBaker really examines the idea that there are certain instances in which one speaks differently and needs different types of language. She also did not limit her ideas just race. Her different levels of language (home, formal, professional) are very important for students to understand and as she shows, can easily be taught in a caring way like many of us want to do and by simply explaining WHY it may be important. By having students examine their home language, they can see the areas in which they need to improve on in academic language and decide to so if they wish, thus motivating them to learn. I am in fact conducting an action research project on this very topic right now for another class. I am looking at how the use of modeling correct grammar in a written and recorded response log effects the use of correct grammar by a child. I am not saying "That's not right! Now fix it or don't talk". It is a very natural process with some minor heartfelt corrections along the way. I would provide the student wit a unique opportunity, the ability to hear theirself speak.

I do have strong beliefs and I am fortunate to never have felt or experienced a teacher making fun of or chastising children for the way they speak, but I still believe correct English grammar is important for any child to succeed whether they are black, white, "country", "ghetto", it doesn't matter. Everyone needs and deserves a voice that can reach the masses.
Whitney Gilbert

As I read this week it reminded me of how awesome it is that our Kindergarten team really focuses on creating the frame work for reading for the entire first half of the year. Each year they face parents and other teachers (from other schools) questioning their technique and why they don't have reading groups. However, they stand by what they believe and explain to them that in order to teach kids how to read they first have to have knowledge of how reading works. They do not assume that any student has had exposure to literacy but they know that it is their job to ensure they have a solid foundation before jumping in to reading.

Ladson-Billings and Purcell-Gates chapters were all too scary for me. To think that so many children fall between the cracks because they have learned that their teacher(s) has given up on them is devastating. I do not believe that this happens in every classroom or with most teachers, however when there is even one teacher that will allow this to happen it is one too many. Every child is reachable and teachable. The path to reaching certain students and teaching them may not be easy, but with encouragement, dedication, and the right teaching it can happen. I could not believe the situation with Donny and his family. So many times I have had parents that I wished I could reach and talk to but could never get in touch with. This mother was so dedicated to making sure her son had a future that she was even willing to admit that she was illiterate to everyone at the school. She made sure they knew she could not read their notes but for them to call anytime they needed her to know something. This situation reminded me of a family we have in our school. I have the youngest of the group and the others have all been to our school. There are some hygiene and other issues that are involved but it is obvious that the mom is involved with and loves her children. When I inquired about the family I received A LOT of negative feedback and was told about how basically the family was unreachable. It was discouraging to me because it was obvious that they had given up on the family. One of my goals this year is to help this family get the resources they need and to keep them informed about their child. This is a family that no one had ever seen or spoke to the dad before. I was told he doesn’t come to the school and that from what they heard he has social anxiety. Now this is a dad that I see at least once a week and we always have at least a small conversation. (In the beginning he didn’t say much but the more he has seen me the more he has opened up.) He has also attended a family night with his family where we preformed some songs and built gingerbread houses. I don’t think he ever felt welcome at the school until now.

On another note, Judith Baker has the right idea. Her theory of trilingualism truly categorizes language. As students get older they need to be taught and be aware of the different types of language and situations you would use them in. I loved how Baker worked to make the kids aware of their similarities and differences, as well as made them the judge of when certain types of language are appropriate versus not. She not only helped the students understand each other but gave them a better understanding of society.

Amy Spade

"When we do this, we play God, conferring or denying educational opportunity to individual, socioculturally different children. And we do not have the right to do this."

After reading these four chapters I was forced to ask myself, "Have I ever 'played God' in my classroom?" And I was immediately taken back to my first year of teaching in my 4th grade class. The school that I taught at was a mixed race school comprised of mostly middle to upper class families with very few lower class families sprinkled in. At the beginning of school I knew he was going to be my "special" project, but by Christmas I was tired of probing, prodding, and pushing. He "ain't go'nta do nufin, and I cul'nt make 'em". In January I decided that teaching to the rest of my 4th graders was easy, but more importantly fruitful. So that's exactly what I did. I, like all of the teachers he had before me, gave this young black male permission to fail. I now wonder if he was lucky enough to meet a teacher like Mr. Forshay? Someone who recognized that although he was in a classroom with other black students, the only identity he had with them was their color. Someone who understands that he felt isolated and disconnected from the rest of the class. Someone who will authenticate his learning, celebrate his differences, bring his language into the classroom, and respect him as an important part of the classroom learning community. Or is he still getting teachers that were like me? If so, it will be safe to assume that myself and the 12 other teachers that he has and will encounter are hugely responsible for the life of crime and poverty that he will likely live. That my friends, is a hard pill to swallow. I do have some consolation in the fact that after that year I vowed to NEVER let a child sit in my class and be free to do nothing ever again. And though I am sure that I am not alone in my effort to make learning accessible to every child in my classroom, there are those teachers that are not on the same page.

(My thoughts as they literally run through my head and I try to keep up with my fingers.)Unfortunately, there are more and more Shannon incidences happening everyday in classrooms all across America. What we know as teachers, yet fail to realize is that we are our country's power source. What happens in our classrooms (or not) is directly related to what happens in the world. Yes, we know this, but I am convinced that too many of us don't fully understand what this means. The language conflict is not a new revelation, but there is failure to do something about it.

Hypothetically speaking, let's say there are 5 people on a grade level, two teachers teach only to the students in their classroom that fit the "mold" and the other three teachers desire to reach every student in their class and successfully does so. These students from all five classes move to the next grade with a different set of teachers. All things being equal, there are now 2/5 of each of those classroom populations that contain students that "maybe learned something, maybe they didn't". Let's say that this grade level was just like the previous. Some of the students are lucky enough to get the three teachers that are there for everybody, unlike what they had last year. But then the rest aren't so lucky. Let's assume these are testing grades. So for two years a nice population of students have nothing to contribute, thus they feel like they have nothing to learn.

Here's where this is showing up in our "real" lives as a real problem. Literacy is the beginning of everything. Oral language is the first language we learn. It is the language of love and family. To quote Delpit, "To speak out against the language that children bring to school means that we are speaking out against their mothers........" This is not just true in the African American community. It is true among Hispanics and Pacific Islanders as well. When we as educators don't embrace this language we have just turned off any synapses that were ready to connect and fuse. Bring on the dominio effect!

(From the eyes of a 3rd grade student, hypothetically) "You are not interested in me probably because I talk funny and have made no effort to connect with me. Maybe and I am interested in you or what you have to teach me, but I cannot connect, not because I don't want to, but because I do not know how to (you have not taught me). In order to teach me, you have to start on my level, because I do not have the knowlege or the know-how to get to your level. I thought I liked reading when I was younger, there were simple sentences with a syntax that I could somewhat understand. Now that I am older I encounter syntax that I have heard, but it was not made meaninful to me, and I just don't understand it. It shows up when I am doing social studies and science, but that's okay I am not tested on that until later. But it really bugs me when it shows up in math, because I "know" how to add, subtract, multiply, and divide. But then here comes those word problems. I just don't get what they are asking me, but I know that I know the answer. The same thing happens when I write. My teacher always tells me it's a good story, but all I see are the million-and-one red marks on my paper. And why couldn't the author of the EOQ passage have plainly said 'The girl needed to go to the bathroom', instead of 'it became immediately obvious to the young lady that she should go to the womens communal'? Tell you what, from here on out I'll just come to school and take up space."

This is so real, I see it every time I am bombarded with quarter test and EOG data from Forsyth County. And for those 3/5 of us that are in this for all students, the other 2/5 are hurting us, and bad.

So how do we move an entire nation of teachers to become more like Judith Baker and take the time to make students trilingual? When will we move past "I don't have time to do that, because I have more important things to teach?" When will we understand that if we don't take the time to do this, those more important things will fall on deaf ears? Though we don't get paid for the power that we possess we play an important role in deciding who becomes a lawyer or a criminal, a pharmacist or a drug-dealer, a mid-wife or an active contributor to the adoption agency. And it all begins with something as simple and complex as embracing someone else's language, teaching them another language, and showing them when to use either one. *On a side note* I don't know about you all, but I am thinking that for every lawyer/doctor/nurse we produce we should get paid accordingly! ;)

Cherrita Hayden-McMillan