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

There are times in life when the question of knowing if one can think differently than one thinks, and perceives differently than one sees, is absolutely necessary if one is to go on looking and reflecting at all.

Michael Foucault

Awareness and Guilt: These are two words that sum up my feelings after delving into the readings this semester. The above quote is significant in the fact that many people, including me, get caught up in the chaos of daily living, never to slow down and think about other’s ways of living, and how they think and perceive things. We are so quick to judge others actions and ways of life without knowing the foundations of their being, and why they think, act, and perceive things in the way that they do. And never did I really slow down long enough to think about how it might affect their literacy. Of course, as a teacher, I am well aware that kids that come to school who have been read to, and immersed into literacy at home would have a better chance at success in literacy in school, but I never really thought about how one’s class, gender, or race would have such an impact on one’s literacy.

After reading “Delpit” and some blog posts, I am much more aware of the affect of continuously correcting ones language can have on a person. Honestly, before reading “Delpit” I had never heard of code switching. The points Delpit made in the readings though, completely made sense. After reading and reflecting upon the readings, I definitely look at language and code switching a bit differently. It is obvious that people from various places speak different dialects. I have never really slowed down long enough to think about how a person’s home language is part of their identity. It is obvious that environment impacts how a person speaks, but it tells us much more about a child and their literacy, than just how English is spoken in their home. After the readings, I think it is important to be accepting of our student’s language the way it is when they come to us. In addition, I also believe it is important to talk to our students about the importance of speaking standard English as well. Like it or not, a child’s language could prevent them from being successful, and for that reason, it’s an educators responsibility to make our students aware of standard English, and when it is appropriate and not to use standard English. I love the idea, from the book, about having children doing role plays of different situations and how we should speak based on the circumstances. In this activity, I believe students still feel their language and dialect is respected. At the same time they are learning the standard English so that they can be successful. I know that when I get together with my family, in which none are highly educated, I easily fall right back into talking just as they do. It is part of my heritage and culture. But, that doesn’t mean one can’t learn to speak correctly in the necessary situations in order to be successful. We just need to make our students aware of the three different types of language used at home that was mentioned in Judith Baker’s article: 1)home language, 2) formal language, and 3) professional language. Teaching these different languages, I believe, can easily be done through role play, and would give them a chance to use their home language as well.

The readings have opened my eyes to how very important one’s race, gender, or class may be in making one have a sense of belonging. As students walk into my classroom I will continue to get to know my students, but also dig deeper to “really” get to know each of my students. There are so many little aspects of a child’s being that can influence his success or failure in the classroom. The feeling of guilt overcomes me when I think about getting caught up in the daily grind of school, and don’t slow down to really honor my students’ cultures. From this point on, I will make it a point to provide more opportunities for my students to share their culture, through projects, writing, role play, and any other avenues I can think of. I have always respected each child’s culture, but I don’t feel I have done a very good job of making the students aware of one another’s cultures and taught them to appreciate the variety of cultures in our classroom and what we can learn from one another.

After reading about Jake and Laurie I felt a true connection to the readings in Hick’s book. It reiterated the fact that educators can make such a difference by slowing down, and really getting to know our students, from their interests, dislikes, the ways in which they like to learn, and much about their home life and how their parents view education. I do believe that we have to work hard to make connections with the parents of students like Jake and Laurie. Our relationship with the parents could completely change the path of a child’s success and motivation.

A final thought that I have as I reflect, is that as an educator, to make the most positive impact upon my students and their literacy learning that I can, I must slow down, really get to know them, where they come from, and establish a relationship with consistent communication with the family. I need to take a breath and be open to the way others may perceive things, because so often I am caught up in seeing it my way, and in my mind it just being that way.

Heather Houston