Double Entry Journal #10

Chapter 3: Language and Identity At Home   1.     What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?     Some forms of language spoken at home have characteristics similar to academic varieties of language, such as oral story telling, which in Jennie’s case, contains figurative devices and syntactic structures that are typical of literary books, which she picked up from being read to by her mother and sister. Leona’s story contains literary repetition, parallelism, complex rhythm schemes, and other literary devices. Games such as Pokémon, which young children often excel at, require advanced vocabulary and memorization. Schools demand that students think about what they are doing and why, and to think about the content (math for example) as a complex system with a design. This is just the kind of strategic, metalevel thinking that is required by video games. (Gee, 21-31)   2.     What are the features of Leona's specialized form of language?   Leona’s example of cultural African American storytelling is a specialized form of language that contains poetic features such as stanzas, parallel structures, and syntax patterns. Her story, which is really very advanced for a first grader, also contains a sophisticated system of signs that have deep cultural meanings about traditions and roles in the family. (Gee, 31-35)   3.     Why is Leona's specialized form of language not accepted in school?   Leona’s specialized form of language (African American cultural storytelling) was not accepted in school because the teacher thought she was rambling, and totally missed the complex and sophisticated structure of the language the six year old was using. According to research, during sharing time, teachers are open to step by step narratives and reports rather than stories with vernacular language. They are expecting linear prototypes of academic language, not emotional, poetic narratives like Leona’s. (Gee, 34,35)     4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).     Snow’s report that “Children living in high-poverty areas tend to fall further behind, regardless of their initial reading skill level” contrasts with the report’s recommendation of the report to increase initial skill level at “real reading” through phonemic awareness and overt instruction on decoding. From the research results, it is clear that initial reading skills will not keep these children from falling behind, so focusing on skill training will not solve the problem. (Gee, 36)     4.     What other factors besides early skills training will make or break good readers?   Factors such as racism and power also have a huge impact on students learning to read. Studies have shown that victims of cultural stereotypes, such as women and African Americans, performed as well on tests as white males, but did less well when the test contexts triggered issues of stereotypes. Fear of these cultural biases has a significant negative impact on academic performance.  This is because learning to read is a cultural process, and is therefore very sensitive to issues such as power, status, and solidarity. The factor of whether or not students feel like they are a valued and accepted part of the social structure of the school also has a huge impact on mastering academic forms of language. (Gee, 37)   5.     Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?

Children will disidentify with teachers or schools that oppress their home-based identities. They will not feel accepted in a school when the values they have learned at home are rejected and unused Other factors that affects how well students will learn to read is their associations with academic forms of language based on how it is delivered to them. If it seems distant, irrelevant, or even frightening, it’s not likely that students will identify with academic language. Another reason children may disconnect with academic forms of language is that the new varieties of language offered by technologies such as the internet, video games, and texting, are more compelling and interesting to them. (Gee, 36-38)

Source

Gee, P. (2004). Situated language and learning a critque of traditional schooling. NY: Routledge.

Double Entry Journal #9

Chapter 1: A strange fact about not learning to read.

1.     What is the strange fact about not learning to read?

The “strange fact about not learning to read” discussed in chapter two is that the majority of the students who do well in early reading are form poor or minority groups with a history of prejudice and oppression.

2.     Why is this fact so strange?

This fact is well known, but should be seen as strange because being poor or a member of a particular social group has nothing to do with learning to read in school. One of the goals of school is supposed to be leveling the playing field for all children. These children do not have less ability to learn, so the connection between socioeconomic status and reading difficulty is strange.

 

3. What is it about school that manages to transform children who at good at learning things like Pokeman into children who are not good a learning?

Many instructional processes in today’s schools involve practicing skills outside of the contexts or experiences in which they are used, including reading instruction. Students who have no cultural connection to reading through their home life- which is often the case in poverty stricken homes- must learn reading through a purely instructional process that is very unnatural. Instead of creating opportunities for all students to connect culture, interests, and real life experiences to the process of learning to read, schools often keep a skill and drill approach to reading that may be helpful to students who experience this connection at home, but leaves students who don’t get this connection anywhere else behind.

 

4.     What are the differences between a traditionalists approach to learning to read and more progressive educators?

Traditionalists believe that learning to read is an instructed process that requires overt instruction. They believe that learning to read can be broken down into sequential steps and skills: phonemic awareness, phonics, fluent oral reading, and comprehension skills. According to traditionalists, these steps seamlessly build on one another and guarantee learning to read.

More progressive educators argue that meaning-making, rather than technical skills, are more important when learning to read. They believe that people learn to read most effectively when they focus on the meaning of the texts. Some support Whole Language, which is an approach in which reading is treated as a natural process with no instruction provided. Others believe that learning to read is more of a cultural process that should be supported by real life experiences as well as instruction.

 

5.     Is learning to read a natural process like learning to speak a language?

Learning to read is not a natural process because learning to speak a native language is part of the biological inheritance of human beings. Learning to read is a skill acquired only if the individual’s culture offers it.

 

6.     What is the differences between natural, instructed and cultural processes and which process should reading be classified under?

Natural processes such as learning to walk or to speak a first language are part of the biological instincts of human beings, and are experienced by everyone except those with severe disorders. Instructed processes are those that are drilled into students by overt instruction. Some areas in which instructed processes are useful, such as learning physics, social studies, and mathematics. Cultural processes include things that are taught to everyone in a culture because they are esteemed important by that specific group. For example, many cultures stress special ways of cooking, and skills are passed down through family generations. Reading is a cultural process because it is taught in many cultures as a skill necessary to succeed within the society.

 

7.     How do humans learn best? Through instructional processes or through cultural processes? How is reading taught in school?

Humans learn best through cultural processes rather than instructional processes because through cultural processes, what is learned becomes important to a person’s identity, views, and relationship with the world. However, reading is most often taught through an instructional process in schools, putting many students at a disadvantage.

 

8.     According to the author, what is the reason for the "fourth grad slump."

According to the author, many students appear to do well in learning to read until the fourth grade because until that point they are able to squeak by with their technical decoding skills; but when they are required to apply understanding of the texts to new and more challenging subject matter, the superficiality of their reading ability is revealed. This is because students have been taught the mechanics of reading through a shallow instructional method, and have not been taught how reading is important in areas of their lives outside of school. Therefore, students have not applied the skill of reading on a deeper, personal level to be used in areas other than reading class.

 

9.     What is a better predictor of reading success than phonemic awareness?

A better predictor of reading success than phonemic awareness is “early language ability” which the author renames an “early way with words”. This way with words seems to be the result of family, community, and school language environments in which children interact intensively with adults and more mature peers and experience advanced forms of language on specific and diverse topics.

 

10.  What is the difference between "vernacular" and "specialist" varieties of language? Give an example of two sentences, one written in the vernacular and one written in a "a specialized variety", about a topic in your content area.

Vernacular varieties of language are a form of language acquired by all people early in life that is used for everyday and face to face conversation. Specialist varieties of language are used for special purposes or activities such as the language used in the world of video games.

An example of a sentence containing vernacular language in the subject of art would be:

“John painted a self-portrait”

An example of a sentence that contains specialist art language would be:

“John used a number 6 filbert brush to create the impressionistic brush strokes in his self-portrait that explores constructs his personal identity.”

 

11.  What is "early language ability" and how is it developed?

Early language ability is developed through exposure to family, community, and school language environments in which children interact intensively with adults and more mature peers and experience advanced forms of language on specific and diverse topics.

 

12.  According to the author why and how does the traditionalist approach to teaching children to read fail?

According to the author, the traditionalist approach to teaching reading fails because it teaches specialized, academic forms of languages, but it does not start the academic language acquisitions process for children, a process some get at home and others do not- which is clearly the difference between students who succeed in early reading and those who struggle. Also, Traditionalist approaches focus on teaching skills of reading to students and fail to connect to the their experiences and culture, which would allow authentic, internalized learning.

 

13.  Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?

In a way parents are to blame for not making reading a part of the child’s daily life before and outside of school because they are putting their child at a disadvantage However, it is understandable that the parent is overworked, drained, and does not have positive experiences with reading his/herself. Schools are ultimately to blame for keeping a system that is clearly flawed; putting some students at a disadvantage and letting many fall through the cracks. While it is ideal that parents be closely involved in preparing their children for education, it is ultimately the school’s job to teach all students to read well.

14.  Did you struggle with reading this text? Why? Are you a poor reader or are you unfamiliar with this variety of specialized language?

 

I had no problems with reading this chapter. I think the author expresses himself very fluently, although he is very fond of restating points repeatedly.

Citation

Gee, P. (2004). Situated language and learning a critque of traditional schooling. NY: Routledge.

Double Entry Journal Eight

Situated Language and Learning Introduction

1. What is the main challenge being addressed in the book?

The main challenge being addressed in this book is to deal with tensions associated with academic vocabularies while facing the challenge of new ways of words and learning posed by our increasingly technology-rich and global society. It also seeks to find ways to make learning new ways with words interesting to learners, and to address misunderstandings, poor education practices, and other variables that affect how readily students learn to read.

2. What does the author mean by the phrase "ways with words"?

The phrase “ways with words” as used in Situated Language and Learning refers to the multiple vocabularies people are comfortable with depending on their interests. For example, a person who is successful in school is likely very familiar with academic ways with words, while someone else who is not so fluent in that set of vocabulary, may be very familiar with ways with words associated with computer technology and video games. Just as there are different tools to get any given job done, there are different ways with words in different contexts and environments.

3. What is the core argument being made by the author of this book?

The core argument of the book is that people can learn- and enjoy learning- different ways with words both in school and in other environments, if they are interested and personally invested in the context in which they are learning the words.

4. Give an example of a specialized variety of a language or "way with words" you have learned outside of school?

From being on the swim team, I learned the jargon and vocabulary associated with the sport. After a few practices, I knew exactly what the coach meant when she said “I want a 200 kick, a 200 pull, ten fifty frees off the block, and a 200 back cool down, GO!”

5. According to the author, how do people learn a specialized variety of a language or "way with words" best?

According to Gee, people learn a specialized variety of language most readily when they can tie words and their structures to experiences they have had personally. These experiences form a foundation that allows them to build simulations to prepare themselves for participation in the domains of the specialized language, such as calculus or biology.

6. If people are to be successful in the 21st century, what must they become?

In order to be successful in the modern world, people must become “shape-shifting portfolio people” who gain multiple diverse experiences that the use to transform themselves for changing circumstances they will face throughout life.

7. The author states that learning academic language is NOT sufficient for success in modern society?

The author does state that academic language important, but is not enough to succeed in modern society. He believes that people must be ready to learn new specialist varieties of language and thinking outside of school throughout their lives.

8. Do you agree? Why or Why not?

I agree because many things that have enriched my life and made me successful did not come from something I learned in school, but came from my own interests. Many of my most valuable learning experiences have come from reading about and learning about people, places, and environments outside of school that I am interested in, and in some cases, it is these pursuits that have opened the door for jobs and other opportunities. For example, a personal interest in the Holocaust has lead me to do a good deal of reading and reseach about the subject on my own. This foundation of knowledge of the history and events involved gave me a much deeper appreciation and understanding when I visited the Holocaust Museum in D.C. and the Anne Frank House in Amsterdam last spring.

9. What do you think about this author's "way with words"?

I think this author is very articulate and is very comfortable with academic “ways with words”, but understands enough about the way people learn to communicate his content in a way that is not intimidating. He is very successful in using a personal tone and directly addressing the reader as an individual to create a connection to the content.

 

Source

Gee, P. (2004). Situated language and learning a critque of traditional schooling. NY: Routledge.

Student Surveys

High Performing Student

This student acted a little shy even though I told him I would not use his name and the survey was not a big deal. I think he may have felt singled out because of the way my host teacher announced to the whole class that I was going to interview him. I could tell he has apprehensive so I tried to talk to him a little bit first, but he was still unwilling to share much.

1.       Do you enjoy school?

Yes, most subjects.

2.       What kind of student are you?

I work hard and Im successful.

3.       What do you do for fun outside of school?

I like to swim, fish, and play basketball.

4.       How would your classmates describe you?

Fun, entertaining, and…humorous.

5.       Who are you friends with? What do you and your friends do together?

We mostly play basketball together and watch movies.

6.       Tell me a good memory you have about school?

I felt pretty good when I scored above mastery in every subject on the West test last year.

7.       Tell me a bad memory about school?

I don’t have any.

8.       Describe a “good” teacher or tell me about a favorite teacher in the past.

In sixth grade I really liked my teacher…she was more permissive and laid back.

9.       What is one thing you wish your teacher knew about you?

That sometimes I’m just joking around and they shouldn’t be so serious.



From giving this survey and from observing him in class, I can tell that this student is very reserved and quiet around teachers and other authority figures, and the complete opposite- funny, talkative, outgoing- around his peers. I can tell he has a self-esteem investment in his grades and has high standards for himself.

 

Struggling Student

This student was also unwilling to elaborate, although I did manage to have a short conversation unrelated to the survey.

 

1.       Do you enjoy school?

Sometimes.

 

2.       What kind of student are you?

Pretty good…I'm better at some subjects than others.

 

3.       What do you do for fun outside of school?

I play video games and play on my computer.

 

4.       How would your classmates describe you?

I have no idea.

 

5.       Who are you friends with? What do you and your friends do together?

We go to the movies, play basketball, and go to church together.

 

6.       Tell me a good memory you have about school?

I remember in second grade my teacher always gave us marshmallow candy to eat, and that was pretty awesome.

 

7.       Tell me a bad memory about school?

Failing classes.

 

8.       Describe a “good” teacher or tell me about a favorite teacher in the past.

A good teacher is more calm and doesn’t yell for no reason.

 

9.       What is one thing you wish your teacher knew about you?

Nothing.


It seems important to me that this student's worst memory of school is failing classes. Sometimes I err in assuming that students who fail alot of classes "just dont care". Its true that many of them claim that they don't, but this student is proof that it really does have an impact on them, and they would like to make better grades. They just need extra help in some area. Although I know report cards are a useful and necessary tool, I cant imagine how destructive it would be to a teenager's self-esteem to get a report card that calls him a failure every semester. This student does seem somewhat socially isolated, but he seemed to imply in the interview that he has friends outside of school.

 

 

 

Double Entry Journal #7

 Challenges to Inquiry-Based Learning Approaches

Although evidence shows that inquiry-based learning approaches highly benefit students and teachers, provide richer learning experience, and are in many ways superior to traditional, instructional model approaches, there are some challenges to implementing Inquiry based learning. One difficulty is just how much must be changed to switch from an instructional model to an inquiry based model of learning. Curriculum, instruction, and assessment practices must be changed at the same time; a major reconstruction that takes a lot of work. Not only that, most of these changes will be new to students, teachers, parents, and administrators and potentially uncomfortable at first. Some may resist the change because they are not familiar with it or aware of the learning gains students will reap in the long run. In my experience, most people don’t like change, or any deviation from the norm or what is the accepted way of doing things.  Students who have been successful in traditional learning appoaches may resist a new way of learning. I know parents especially will be prone to be suspicious of and reject a radically different way of teaching, since it is their own child’s education in question.

Citation

Barron, B., & Darling-Hammond,, L. (2008). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching