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

Thanks for the suggestion for the book! I thought about how great that would be to use materials like that in the classroom, but I could imagine how it may be difficult to sort through all of the material available and find the most appropriate and effective. Also, I don't fully agree with the point you made regarding the Smitherman article. I agree that it would be very difficult to address all of the student's "mother tongue" but I think it is very important that we do this. I really found Chapter 4 Trilingualism, because Judith Baker describes an activity she used in her classroom to address the multiple languages that were present. She felt this activity effectively prepared them to learn more about Standard English.

Wow, I bet the classroom transcription was fascinating for you! I would love to do this someday. It made me think that, based on the ratio of students to teachers, we probably always see ourselves as having a conversation with 30 other kids (or however many you have). Our students, however, see classroom discussion as being more 1 on 1, and when we talk to them, they become locked into this one-on-one discussion. Does this make sense? I need to start treating every comment I make as a "one-on-one" conversation, and I think we all would benefit from recording ourselves. We would sure learn a lot!

Jayne?,

The transcription project was eye-opening for me as well. The isolation of my voice alone with no facial expressions or gestures provided a glimpse of what my students actually heard. And I, too, was surprised at my tone. This assignment coupled with our readings for this class provided a lightbulb moment for me.

If you are suggesting that actual "mother tongue" instruction is next to impossible in the classroom, I agree. However, I believe that while we instruct students in Standard English, we can demonstrate value for home language and thus create an enviornment where all languages are appreciated. It seems that is exactly what you are doing by incorporating Hip Hop Speaks. Thanks for the recommendation.

Hi Jayne. As always I love hearing your thinking and then watching you make changes based on that thinking. I remember completing the same assignment where I had to record a class discussion and then analyze teacher speak and student speak within it. It offered several moments of clarity for me when I realized HOW much I talked and when I realized how QUICKLY I jumped into the conversation, not allowing my students the time they needed to think and respond. I think these experiences are important for all teachers because you see how you come across to your students and you see what you need to change to make the class discussions more student-centered. For me part of the issue was allowing my students to have more control of the discussion. I already had in my mind the way I wanted the discussion to go – I had the themes I wanted to address and I had the questions I wanted to ask, but what I now realize is that I needed to let the students have more of a say in how the discussion went because then they are creating meaning with each other and for themselves. Another eye opening moment came when I video taped myself – I just have to criticize myself as being a human octopus – my hands moved as quickly as my mouth did! Now that is a difficult thing to change!

Jayne-
Finally, I've found you!! I've been trying to post on your comments since we began! I am going to see if I can find the book you referenced --there are also some great rap websites if you google "rap" that provide background music, and you add the words. I did it with a poetry class last summer and it was FUN! There is nothing standard about it!
I remember the transcription class. It is eye-opening. I am such a proponent of classroom discussion, yet I too, seem to have an agenda before the discussion ever ensues. Then it really isn't classroom discussion, but making sure Mrs. Shaw's ideas are discussed. Do I really listen to what my students have to say, or am I only listening for key phrases and terms that stuck out to me in my interpretation and digestion of the specific material. I need to have an 8 year old perspective more in discussion rather than a 37 year old one. Great thoughts my friend, I have so far to go in this field, I am encouraged tomorrow is a new day.

I have seen the book you mentioned, I will have to try it. I use a book Poetry Speaks to Children, Nikki Giovanni is one of the editors and many of her poems are in it, but the book has a more traditonal feel. I feel I need to do the transcription thing in my classroom, but actually am scared of the results. What do I really sound like?

Jayne (I don't see your name at the end of your post, but others are indicating it's you!) :),

Thank you for sharing the resource. I always had lots of multicultural stories and poems in my 8th grade class, but how much more rich it would have been with a recording!

The co-instruction idea --- if schools would make bilingualism a priority, then classrooms with multiple languages would have a teacher assistant who could communicate in the native language. When I taught 8th grade, we used immersion with our Hmong students, and the ESL teacher traveled with the students all day, rather than pulling them out. They were able to have the "co-instruction" experience in both languages. It worked amazingly well!

I did the same transcribing assignment that you are working on now. It was a definite eye opening experience. It made me think about why I have discussions in my class and what truly am I trying to accomplish. So often I wanted to make sure that we answered everything I wanted to cover, instead of following the kids lead. Since that assignment I have worked on trying to let them lead our discussion more often. I do find it hard on occasion, especially since I teach young ones, but it has also been rewarding for them and me.
Amy Spade