RES 5535: Race, Class, and Gender in Literacy Research (summer 2009)

The Baker article on “Trilingualism” was very interesting. I had never attempted to separate the language we speak in elementary through high school from that of a college student or professional. Before now, formal English was what was used when not in a casual setting. After reading the article, I plainly understand what the author is tri-ing to say! (Sorry, I couldn’t help myself.) The method used to gain the student’s trust and ability to communicate in different venues effectively was most inviting. Since she made them study and research their own home language idiosyncrasies, they had no choice but to see the necessity in using an alternate form for more formal settings. It was a tough assignment in which they seemed to excel. Although this exercise would not be doable at the lower elementary level, there is something to be learned from the statement: “I see no reason why students have to be convinced that the way they talk is wrong in order to master formal English grammar and speech.” That was an eye-opening statement for me. In addition, the speech patterns of ESL students really are a combination of what their mother tongue is and what their peers speak. And in the rural south, that can be a very strange combination indeed. “Motivation first, rules last” may sound backwards, but I believe it is really a step forward.

Ladson-Billings raises more than a “red flag” in this provocative article! Issues addressed range from stubbornness in children through music being the universal language. I would like to focus on two parts. First, teachers should be about questioning themselves. After more than twenty-five years as a mother/teacher and educator of children in public schools below the age of seven, I realize that I question my peers and myself far too little. While I have always been about focusing on students, supporting students, and promoting student’s interests and abilities, most often I have pushed too hard to get my agenda and the state of North Carolina’s agenda “covered.” In years past, I have taught the way my elder peers taught, used too many texts and tests, and stagnated in using the same methods over repeatedly. Some of the best teaching I have done came about when I attended the state’s first grade convention, exposing myself to ideas that were new and innovative to my small rural school and me. Even though I did not effect change in many of my colleagues, I was able to convince a few to break out of the mold. However, that was then and this is now. It’s time for me to question again. How can I help my students of today? They cannot collaborate and create at the same level as middle and high school students. However, as beginning readers and writers, they are capable of greater achievement than I have expected of them. Secondly, I believe that this success will come about from making connections with them. Carter Forshay made his connection with music, the international language. Although the Ladson-Billings article states the he “demanded success,” I did not see it as demanding at all. He invited success. He created an authentic reason for them to write. It’s a little harder to create an authentic reason for a five-year old to write who cannot spell anything much or relate to many experiences outside of their hometown, but somehow I will do better at making those connections. They must read and write with Big “R” and Big “W” if they are to practice to succeed instead of practice to fail. For if they practice to fail, they will surely succeed!
Janet Gross