RE_5539

While reading chapter three, I was sadden to think of all the children who are silenced by the inability to speak proper English. This is true for many children who come from homes where proper English is not the focus. Further, when children start school at age five, they do have proper language skills in place. I would hate for a child to not feel free to express his or herself because of not having proper language skills. Language is in motion. People in general not only children should be continuously expanding their vocabulary.

Also from chapter three, a very good point was made when the author stated, “When students interests are addressed in school, they are more likely to connect with the school, with the teacher, with the academic knowledge, and with the school’s language form.” The idea is so simple yet it seems that most children do not have this opportunity in school. I was talking to a colleague today who conveyed to me that her son only likes to read nonfiction. He is in the fifth grade and his teacher will not allow him to do book reports using nonfiction. What is wrong with giving students a little more control over what they learn? We need to tap into these interests as a way to reach and stretch our students.

I wish for everyone to read chapter four. It so interesting how this teacher validated each language represented in her classroom. I believe the Judith Baker has her students’ best interest at heart. I was wondering throughout the previous chapter how to validate each student’s language while teaching skills. The lesson where she put students into groups and had them examine their own language and present the information to the class is so simple yet amazingly effective. I also enjoyed the presentations in their vocational areas. This gave students a purpose for using more formal English, and it revealed they understood from a business perspective the importance of it. It was not because the teacher told them it was important.

As I was reading chapter seven about Shannon, thoughts of a class I took during the spring semester came to mind. I was in a research class. Most of the students were elementary grade teachers. One teacher often talked about her kindergarten class. She separated students by referring to them as academically prepared and under prepared. It was as if students were already setting the course for their academic career in kindergarten. I was thinking these are children we are talking about. How can a label be placed on a five or six year child? It seems that it happens all the time. It is common place to have a mixed classroom of children with varying attitudes about learning. Some children will pass some will fail. What resonated with me from chapter seven is that children should not be allowed to fail. Carter Forshay stepped out the box to try something new to show his students that they can write, and they can improve their writing. Further, Carter’s students seemed to enjoy this activity. I am confident his students are proud of their accomplishments, and this activity served as a gateway to many more enjoyable writing activities.

Below is a paragraph from a document that was sent to me via email. It is timely as it pertains precisely to the issues we are we are talking about. This document was recently updated, and it will be given to every student who takes developmental courses. These courses are for student who place below college level in reading, English, or math. They are designed to help students strengthen their skills in these areas. It was sent asking for comments or suggestions before it is printed. The section states the following:

"Caldwell Community College places value in recognizing and preserving communication styles that reflect the unique heritage of the people of this state and nation. In the competitive job market, however, business and industry have repeatedly stressed the fact that standard English will be required in communications. Since the college's primary mission centers around preparing students for careers and career changes, it is imperative that the use of standard English be required in each of its programs. Therefore, all instructors in the College Transfer Department are expecting you to use standard English in both written and oral communications."

I understand using Standard English in written and formal presentations, but I not see the need to require Standard English for class discussion. I would not want a student to hesitate participating in class because of a language issue. I received this document yesterday. After doing some investigating, I found that this paragraph is also part of our Academic Integrity Policy for college transfer students. Further, I do not see the need for this to be in a formal policy. Many students in our developmental courses are students who have been out of school for a number of years and may be anxious about returning to school. If this document is handed to them on the first day of class, some students may never return.