You'd have to be living under a log not to be aware of sexual and gender identity topics in the news. Whether it is the legalization of same sex marriage or the transformation of Katelyn Jenner, one can't ignore the social climate of our nation is changes. It's also a reality that adolescent youth in America are more aware of their sexuality than some of us would care to admit. In a study conducted by Mollie Blackburn at The Ohio State University, she examined the literacy performance of lesbian, gay, bisexual, and transgender, and questioning youth (LGBTQ) interactions within an inner city youth-run center known as "The Loft". The study examined the literacy practices of LGBTQ youth ages 12-23 years old who were part of a "Speaker's Bureau": A platform for these youth to advocate for social change. Outcomes of the study found inequitable power dynamics within the center and among the youth themselves. Ironically these are the same youth vying for social change in society. It will be interesting how this will impact literacy materials and representation in the educational setting.
Studies concentrating on gender bias and inequities transcend to younger youth as well. Australian researcher and lecturer, Wayne Martino, examined the role masculinity played in adolescent boys' reading selections. Past studies found a pattern of calling boys 'faggots' (Kowaluk 1999, Martino 1994) was associated with boys who enjoyed reading or liked English. Findings showed that the boys were linked reading practices to concepts of masculinity. No one is more aware of this than book publications and marketing gurus. This is why we continue to see a strong market for fictional books with strong male characters like Harry Potter by J. K. Rowling and The Lightening Thief by Rick Riordon. Even for boys who dislike reading, movies and interactive websites have made the stories accessible and appealing. I also believe graphic novels and stories like Diary of a Wimpy Kid by Jeff Kinney has made reading acceptable to boys.
Society seems to be more accepting of girls as readers and writers. But what if girls preferred to identify with texts mostly coded as being appropriate for boys? What if girls wanted to be superheros? Jackie Marsh asked this question and found girls 6-7 years old were attracted to superhero play. However, within play gender roles did emerge. A superhero cave was set up in the classroom along with a Batman's and Batwoman Diary. Overall, boys tended to write shorter messages to the police from Joker while girls tended to write longer messages. Interestingly, when the boys wrote letters they didn't mention Batgirl. Girls, on the other hand, learned to negotiate play to be included. Conclusions from the study highlight the importance of teachers to make girls feel safe and affirmed that it's okay to play superhero!
Blackburn, M. (2003). Exploring literacy performances and power dynamics at the loft: Queer
youth reading the world and the word. Research in The Teaching of English, 37, 467-490.
Marsh, J. (2000). But I want to fly too!: Girls and superhero play in the infant classroom. Gender
and Education, 12(2), 209-220.
Martino, W. (2001). Boys and reading: Investigation the impact of masculinities on boys' reading
preferences and involvement in literacy. The Australian Journal of Language and Literacy, 24
(1), 61-74.
Tuesday, July 28, 2015
Tuesday, July 14, 2015
Embracing Cultural Language and Literacy Differences
As our schools become more diverse, it is necessary for educators to become more adept to teaching children who do not adhere to .Standardized English. The term Standardized English refers to "the oral and written dialects of English privileged in U.S. academic, civic, and professional institutions and the mainstream media" (Godley, 2007). Several studies have been done in bilingual classrooms, as well as, classrooms where students talk and write using "Black English". One such grammar study of a tenth grade English class was observed for one year. The teacher, Cindy, strived to provide her students with the skills needed to be successful in school and in life. While her intentions were good, her teaching methods did not recognize or value the rich language experiences her students brought to the classroom. Cindy also used a curriculum, Daily Language, to teach grammar. However, the study indicated the curriculum did little to support student learning.
As a teacher and literacy coach, I have observed teachers who use a similar curriculum, Daily Oral Language. In my opinion, the IRE model of teaching did nothing to enrich students' language experiences, but rather promoted a teacher-curriculum centered classroom. (IRE is an acronym for I- Initiation; R-Response; E-Evaluate). When asked what value teacher's saw in the curriculum, answers were similar to the ones in the study, "The state assessment requires students to make grammar corrections," or "It's to prepare students for the state assessment." Instead of using a deficit modal to point out what isn't right, a curriculum is needed that embraces a child's home dialect and banks on their strengths. Research by Valdes (2003) showed childrens' ability to "interpret, comprehend, and switch between languages" should not be viewed as a deficit, but rather as a gift.
The studies from this weeks readings all point to the need for more research on ways to integrate these differences into lesson design. For example, research is needed on ways to bridge the students' home and community language and literacy experiences to support what they are required to learn in school. Also, professional development is needed to support teachers in finding ways to integrate home language and cultural experiences into the curriculum. For example, Hip Hop could be used as a teaching tool to teach rhythm and elements found in poetry. Teachers also need support on how to affirm racial identities in the classroom. Most educators have their students best interests at heart and aren't aware of the ways a child's cultural identities and voices can be silenced. Raising awareness to social equity in the classroom begins with acknowledging and affirming these differences.
As a teacher and literacy coach, I have observed teachers who use a similar curriculum, Daily Oral Language. In my opinion, the IRE model of teaching did nothing to enrich students' language experiences, but rather promoted a teacher-curriculum centered classroom. (IRE is an acronym for I- Initiation; R-Response; E-Evaluate). When asked what value teacher's saw in the curriculum, answers were similar to the ones in the study, "The state assessment requires students to make grammar corrections," or "It's to prepare students for the state assessment." Instead of using a deficit modal to point out what isn't right, a curriculum is needed that embraces a child's home dialect and banks on their strengths. Research by Valdes (2003) showed childrens' ability to "interpret, comprehend, and switch between languages" should not be viewed as a deficit, but rather as a gift.
The studies from this weeks readings all point to the need for more research on ways to integrate these differences into lesson design. For example, research is needed on ways to bridge the students' home and community language and literacy experiences to support what they are required to learn in school. Also, professional development is needed to support teachers in finding ways to integrate home language and cultural experiences into the curriculum. For example, Hip Hop could be used as a teaching tool to teach rhythm and elements found in poetry. Teachers also need support on how to affirm racial identities in the classroom. Most educators have their students best interests at heart and aren't aware of the ways a child's cultural identities and voices can be silenced. Raising awareness to social equity in the classroom begins with acknowledging and affirming these differences.
Reyes, I. (2012). Biliteracy among children and youths. Reading Research Quarterly, 47(3),
307-327.
Godley, A., Carpenter, Brian. (2007). "I'll speak in proper slang": Language ideologies in a daily editing actvity. Reading Research Quarterly, 42(1), 100-131.
Valdes, G. (2003). Expanding definitions of gifteness: The case of young interpreters from immigrant communities. Mahwah, NJ: Erlbaum.
Tuesday, July 7, 2015
Literacy as Situated Social Practice
The theme for this week's reading was on literacy as a social practice. In Barton's article he frames literacy as a social activity and is a way of "representing the world to ourselves." In our everyday lives we experience a wide range of literacy events. Examples in my own life would be: texting a friend, writing a Thank You note, and reading a storybook to my granddaughter. The content and purposes vary depending the social experiences. It is clear that social literacy is rooted in historical culture practices as well. I thought it was interesting that he referenced Heath's study in referring to literacy events, "when talk revolves around a piece of writing." Overall, Barton's reading was difficult to follow but was informational.
Heath's article held my interest because she takes an indepth look at three different communities: Maintown, Roadville, and Trackton. (I remember reading this article in my Foundations class, so maybe that's why I had an easier time reading it). The first community, Maintown, is described as "typical middle class" community. The second community is Roadville, a white mill community located in the Appalachian mountains. The last community described is Trackton which is a blackmill community. Both Roadville and Trackton are underprivileged compared to Maintown. Heath breaks down into the smallest of details everything from the hospital room where the baby is born, the types of literacy found in the home, to school age reading and writing performance. This article helped me understand the importance of understanding how language is an integral part of social interactions and cultural patterns.
Berkenhotter 's article examined speech genres in a variety of learning environments. There were a lot of citations which took away from some of the content. However, I appreciated how her theory and conclusions was well-grounded in research. I liked the pictures depicting learning spaces and shared social practices during the school day. One picture showed children at a Montessori school sitting at a table and participating in "table talk." I appreciated Berknehotter's insights, especially in regards to understanding speech genres.
Moje's article was by far my favorite. I like how she challenges the status quo by redefining, or maybe I should say broadening what literacy looks like. Her study into the practices of "Gangsta" adolescents enlightened me to new ways of seeing and appreciating literacy that is not mainstream. Instead of a deficit model, Moje challenges us to view graffiti, body art, rapping, as valuable types of literacy that allow adolescent youth to express who they are. Her article also reminds me of Katherine Bomer's book on Hidden Gems and learning to see the value in every child's writing. As I reflect back to my own experiences with students from both a very poor school and then in a wealthy school, I have a better understanding of how they learn and why they learn the way they do.
Heath's article held my interest because she takes an indepth look at three different communities: Maintown, Roadville, and Trackton. (I remember reading this article in my Foundations class, so maybe that's why I had an easier time reading it). The first community, Maintown, is described as "typical middle class" community. The second community is Roadville, a white mill community located in the Appalachian mountains. The last community described is Trackton which is a blackmill community. Both Roadville and Trackton are underprivileged compared to Maintown. Heath breaks down into the smallest of details everything from the hospital room where the baby is born, the types of literacy found in the home, to school age reading and writing performance. This article helped me understand the importance of understanding how language is an integral part of social interactions and cultural patterns.
Berkenhotter 's article examined speech genres in a variety of learning environments. There were a lot of citations which took away from some of the content. However, I appreciated how her theory and conclusions was well-grounded in research. I liked the pictures depicting learning spaces and shared social practices during the school day. One picture showed children at a Montessori school sitting at a table and participating in "table talk." I appreciated Berknehotter's insights, especially in regards to understanding speech genres.
Moje's article was by far my favorite. I like how she challenges the status quo by redefining, or maybe I should say broadening what literacy looks like. Her study into the practices of "Gangsta" adolescents enlightened me to new ways of seeing and appreciating literacy that is not mainstream. Instead of a deficit model, Moje challenges us to view graffiti, body art, rapping, as valuable types of literacy that allow adolescent youth to express who they are. Her article also reminds me of Katherine Bomer's book on Hidden Gems and learning to see the value in every child's writing. As I reflect back to my own experiences with students from both a very poor school and then in a wealthy school, I have a better understanding of how they learn and why they learn the way they do.
Tuesday, June 30, 2015
Response to Vygotsky's Mind in Society
One take away was the importance of play in learning. Vygotsky hypothesizes that "human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them," (p 88). Most people do not equate play with learning, however, when children play they are creating a reality. Vygotsky believes that what a child does in an imaginary situation affects the meaning of the situation. In very young children there is a fusion between what the child sees and interpretation as to what is meant during an activity. However, play provides a transitional stage which allows the child to detach from meaning or representation to what is real. Vygotsky gives the example of a stick or versus a real horse. There is a pivotal moment which allows the child to detach meaning from the stick horse to a real horse, (pg. 98).
Eventually the child playing learns to detach visual objects and actions and he/she accepts the word "horse" and begins to play with meaning. In everyday situations what the child does (action) dominates meaning. But when a child is using his/her imagination during play, this requires abstract thinking and is a crucial part of development. In a child younger than three years, there isn't a separation between reality and imagination, The child adheres to rules that govern the scenario. When a child is school age, play fulfills a role in his/her academic development and becomes reality. When school age children play there is a new relationship between meaning and visual field. These developmental phases can be attributed to the stages of play which are:
1) Play is a way to gratify his/her own desires by creating fantasy situations.
2) Play allows a child to separate actions from objects.
3) Play allows the child to practice self-regulation and other skills in the real world.
Vygotsky sees development at two levels. The first level is what the child can do independently. The second level is what the child can do with assistance. The Zone of Proximal Development (ZPD) is the distance between the "actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaborating with more capable peers," (p. 86).The gap between what the child does independently and with assistance (direct or indirect) closes as the skill is learned. In imaginary play Vygotsky sees the child as functioning at the higher level of ZPD. For example, in one of our readings the child is using the support of the teacher to create a story board about a Disney character. The activity is scaffolded as the child learns to transfer imagination to a written story that would not have been possible without teacher support.
Eventually the child playing learns to detach visual objects and actions and he/she accepts the word "horse" and begins to play with meaning. In everyday situations what the child does (action) dominates meaning. But when a child is using his/her imagination during play, this requires abstract thinking and is a crucial part of development. In a child younger than three years, there isn't a separation between reality and imagination, The child adheres to rules that govern the scenario. When a child is school age, play fulfills a role in his/her academic development and becomes reality. When school age children play there is a new relationship between meaning and visual field. These developmental phases can be attributed to the stages of play which are:
1) Play is a way to gratify his/her own desires by creating fantasy situations.
2) Play allows a child to separate actions from objects.
3) Play allows the child to practice self-regulation and other skills in the real world.
Vygotsky sees development at two levels. The first level is what the child can do independently. The second level is what the child can do with assistance. The Zone of Proximal Development (ZPD) is the distance between the "actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaborating with more capable peers," (p. 86).The gap between what the child does independently and with assistance (direct or indirect) closes as the skill is learned. In imaginary play Vygotsky sees the child as functioning at the higher level of ZPD. For example, in one of our readings the child is using the support of the teacher to create a story board about a Disney character. The activity is scaffolded as the child learns to transfer imagination to a written story that would not have been possible without teacher support.
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