Double Journal Entry #5

What does the research say about the impact of negative teacher attitudes about students ethnicity and language variations on student learning?

The research states that negative teacher attitudes towards student’s ethnicity and language differences can, sadly, lead to students being misdiagnosed with language disorders. When teachers are not prepared to instruct in a language diverse classroom, this can lead to students feeling uncomfortable in their own classroom. Students with language variations may feel “out of place” or “insecure”. When students develop this feeling, they are already on a downward spiral, and the only way out of that is for a teacher with confidence to help the child.

What are some assessment pitfalls?

Assessment pitfalls occur because not enough things are actually assessed. Many students are only being assessed on the cultural aspect of language. Many other things need to be brought into these assessments. A child’s cultural background needs to be looked at, because it has a strong effect on the student’s performance in the classroom. Along with this, a child’s cultural experiences also need to be examined. Without using these aspects, assessments fall short of being accurate.

What three approaches can be used to transform students’ dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit).

The three approaches used to transform students’ dialectal diversity into an asset include the awareness approach, critical pedagogy, and the critical awareness approach. The awareness approach involves allowing students to use their native dialect  while doing schoolwork. Later, the students will compare and contrast their native language with Standard English. Critical pedagogy is when teachers allow students to have a voice, and critically analyze todays “Standard English.” Critical pedagogy allows for there to be a dominant language, but also accepts the native culture’s language as well. The critical awareness approach combines the other two approaches. Students are taught Standard English, but are encouraged to closely examine it, and to also use their non-standard dialects.

How prepared do you feel to teach in a culturally diverse classroom?

In grade school and high school I was never introduced to a culturally diverse classroom. After coming to FSU, the Elementary Education teachers did a wonderful job of preparing me to work in a culturally diverse classroom. I feel very prepared for the challenge, and I feel like my teachers have given me many tips and ideas for this type of curriculum. When I first enter the culturally diverse classroom, I am sure that I will be very nervous, but in time I know that I am prepared to do the job  well.

Reference:

Wikidot.com. (2009, September 4). Linguistic diversity in ece. Retrieved from http://ecelinguisticdiversity.wikidot.com/teacher-attitudes