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?

When Jennie is telling her story, she uses six distinct forms of language which she has learned from an academic reading environment.  They are as follows

a. she announces a beginning and an end to her story and offers a summary

b. she “adopts a frame that mimics story book reading as it is often done by teachers and teacherly adults (saying “you can read along”)

c. she offers a title for her story

d. she uses literary syntactic structures such as phrases like “once upon a time”

e. she uses literary repetition and parallelism (ex. “They were punching.  And they were pulling.  And they were banging.”)

f. she uses “sympathetic fallacy” (the sky turning dark when the fighting in the story occurred)   

2. What are the features of Leona's specialized form of language?

Throughout Leona’s story, she uses lots of patterns in the way that she speaks.  By ending each line of certain stanzas in the same word, the rhythm created by her story is poetic.  Gee even goes as far as to say (on page 34) that Leona tells this story with a “theory of signs.”  I’m not sure if I agree with this or not, but nonetheless, Leona’s story does do some interesting things!  He also says “Leona has inherited, by her apprenticeship in the social practices of her community, ways of making sense of experience that, in fact, have a long and rich history going back thousands of years.  This enculturation/apprenticeship has given her certain forms of language, ranging from devices at the word and clause level, through the stanza level, to the story level as a whole -- forms of language which are intimately connected to forms of life.  These forms of language are not merely structural; rather they encapsulate and carry through time and space meanings shared by and lived out in a variety of ways by the social group.”    

3. Why is Leona's specialized form of language not accepted in school?

Gee says “Research has shown that teachers at sharing time are often not listening for stories like Leona’s.  Rather, they expect blow-by-blow narratives or reports.  They stress linear step-by-step events or facts organized around one topic expressed with no poetry or emotion.”

4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).

Initially, Snow et al. says that poor readers are concentrated “in certain ethnic groups and in poor, urban neighborhoods and rural towns.”  However, then in the long quote on page 35, it makes claim that black children made gains in reading while the white-black gap remained constant. 

5. What other factors besides early skills training will make or break good readers?

How well people read when test taking (Steele says “how people read when they are taking tests changes as their fear of falling victim to cultural stereotypes increases.”), mastering academic varieties of language, and people feeling like they belong to a particular social group are all factors besides early skills training that will make or break good readers. 

6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?

“Children cannot feel they belong at school when their valuable home-based practices (like Leona’s) are ignore, denigrated, and unused.  They cannot feel like they belong when the real game is acquiring academic varieties of language, and they are given no help with this, as they watch other children get high assessments at school for what they have learned not at school but at home.”  (Gee 37)

Source: Gee, James Paul. Situated language and learning: a critique of traditional schooling. New York: Routledge, 2004. Print.

Double Entry Journal #9

Chapter 2 - 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 is that it is related to poverty. 

2. Why is this fact so strange?

This fact is strange because it is not true.  A student’s ethnicity, race, socioeconomic status doesn’t determine whether the student can or cannot learn!  All students can learn, even if they are born in complete poverty. 

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

The author doesn’t really answer this question, but I think that the factor that transforms children who are good at learning things like Pokémon into children who are not good at learning is simply the teacher/administration/school system stereotyping of poor students.  It is a matter of self fulfilling prophecy from the leaders in the school system! 

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

“Traditionalists argue that learning to read requires overt instruction.  For them, reading is what we can call an “instructed process.”  More progressive educators, on the other hand, stress meaning-making.  They believe that people learn to read best when they pick up the skills stressed by the traditionalists as part and parcel of attempting to give meaning to written texts (10).”    

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

Gee says on page 11 “Today’s reading traditionalists, supported  by many linguists, myself included, argue that learning to read, unlike acquiring one’s first oral language, cannot be a biologically supported process and, thus, cannot be “natural.”  Literacy (written language) is too new a process historically to have had the evolutionary time required to have become “wired” into our human genetic structure.” 

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

- Natural process: “When humans acquire something by a natural process, like their first language or walking, we find that everyone, barring those with serious disorders, succeeds and succeeds well.  This is the hallmark of biologically supported acquisition.  All human beings acquire their first language well, and about equally as well as everyone else (11).”

- Instructed process: Learning something through an instructed process is like learning physics.  It is something that is actually taught, not naturally learned. 

- Cultural process: “There are some things that are so important to a cultural group that the group ensures that everyone who needs to learns them.”  This is the cultural process.  An example of learning something because of culture is cooking. 

Reading falls into the instructed process category.    

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

Humans learn best through the cultural process.  “IT is clear that deep learning works better as a cultural process than it does as an instructed process.  Most humans are not, in fact, very good at learning via overt instruction (13).”  Unfortunately, reading is taught as an instructional process.    

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

According to Gee, the reason for the 4^th grade slump is whenever “some children seem to acquire reading fine in the early grades, but fail to be able to use reading to learn school content in the later grades, when the language demands of that content get more and more complex (15).”

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

“Early language ability” is a better predictor of reading success than phonemic awareness. 

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 "specialized variety", about a topic in your content area.

-Vernacular language is “used for face-to-face conversation and for “everyday” purposes.  A person’s vernacular dialect is closely connected to his or her initial sense of self and belonging in life (17).” 

- Specialist language is the specific way of talking that is used for “special purposes and activities (17).” 

Vernacular sentence:  If I said to a 3 year old, “The horse doctor is coming today to give Jasmine some medicine.” 

Specialist language: “The equine veterinarian is coming to administer some aminoplex. 

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

Early language ability is the ability of a student to know and extensive vocabulary (15).  It is developed by “family, community, and school language environments in which children interact intensively with adults and more advanced peers and experience cognitively challenging talk and texts on sustained topics and in different genres of oral and written language (16).”   

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

According to the author, schools teach children “to read only in the sense of being able to do phonics and dealing with the superficial literal meanings of words mostly in the vernacular.  Poor children suffer the same sort of plight that someone who tries to pass French 4 with out French 1, French 2, and French 3 does.”  Thus, schools don’t provide the background work, so that is why the traditionalist approach fails. 

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

Yes, I believe that it is the responsibility of parents to teach their children prior to the child entering school.  If the parent doesn’t teach the child (and he/she isn’t in daycare, etc.), then who will??? Children are little sponges… parents should take every opportunity to make a situation a teachable moment! 

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

No, I didn’t struggle with reading this text.  I will admit that I did a little bit of skimming over the text that the author put in parenthesis, but other than that, I read the chapter word for word.  There were a few paragraphs that I had to re-read, but after doing that, I was able to fully comprehend the author’s message. 

 

Source: Gee, James Paul. Situated language and learning: a critique of traditional schooling. New York: Routledge, 2004. Print.

 

Double Entry Journal #8

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

The main challenge being addressed in the book is the fact that people who are afraid or intimidated by academic words are stifled when it comes to reading.   

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

The author says that there is a new “way with words” which is a new way of learning.  He goes on to say “These new ways are the ways with words (and their concomitant ways of thinking) connected to contemporary digital technologies and the myriad of popular culture and specialist practices to which they have given rise. 

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

The author says “The core argument of this book will be that people learn new ways with words, in or out of school, only when they find the worlds to which these words apply compelling.” 

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

I have several Amish/Mennonite friends whom I spend time with on a regular basis.  Although they speak English, they have a different “way with words” in that they use older words that most people don’t still use very often nowadays.  For example, one day we were horseback riding and my horse started acting up.  My Mennonite friend asked “What’s her ailment?”  The word ailment isn’t one that I’d heard in a long time.  So, when I am with that group of friends, I understand their “way with words” and can completely understand them even when the words/phrases that they are using may not be ones that I use on a regular basis.      

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

According to the author, “People learn (academic or non-academic) specialist languages and their concomitant ways of thinking best when they can tie the words and structures of those languages to experiences they have had - experiences with which they can build simulations to prepare themselves for action in the domains in which the specialist language is used.” 

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

For people to become successful in the 21^st century, the author says that they must become “shape-shifting portfolio people.”  “That is, people who gain many diverse experiences that they can then use to transform and adapt themselves for fast-changing circumstances throughout their lives.”

7. The author states that learning academic language is NOT sufficient for success in modern society? Do you agree? Why or Why not?

Yes, I agree that in order to be successful in modern society, learning academic language is not sufficient.  I feel this way because textbook language or the academic language that textbooks use is not the way that people communicate in the real world.  Whenever people are communicating in real world jobs, environments, having a firm understanding and vocabulary with academic language is likely to help, but won’t exclusively constitute success. 

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

I thought that this introduction was very easy to read.  I liked the way that the author wrote as if he were speaking to the reader.  The numbered points with details about the overview were laid out nicely, too.  So far, I’m not in a black hole (as the author calls it) yet! 

Source: Gee, James Paul. Situated language and learning: a critique of traditional schooling. New York: Routledge, 2004. Print.

 

 

Student Interviews

Struggling Student

T: Teacher Candidate    S: Student

T: Do you enjoy school?

S: Yes.

T: Can you tell me what you like about it?

S: Seeing my friends.

T: I always liked coming to school to see my friends, too. 

T: What kind of student are you?

S: (hesitates and shrugs shoulders)  

T: Do you think you’re a good student or a bad student?

S: Good.

T: Ok.  I think that you’re a good student, too. 

 

T: What do you like to do for fun outside of school?

S: Umm, play tag.
T: So you like to play outside?

S: Yes.

T: How would your classmates describe you?

S: (shrugs shoulders)

T: What do you think that your classmates would say about you if I asked them to describe you?

S: I’m funny.

 

T: Who are your friends?

S: Maddie.

T: What do you and Maddie like to do together?

S: Play outside.

T: I also like to be outside! 

T: Can you tell me a good memory that you have about school?  Like, tell me about a day that you thought was a really good day.  You can think back from Kindergarten all the way up to now.

S: 3^rd grade.

T: What was good about third grade?  Did you do something fun?
S: I got to see who my teacher was. 

T: And did you have a good third grade teacher?

S: Yes.

 

T: Now can you tell me a bad memory that you have from school?

S: (thinks for a few minutes)  No.

T: Well, ok.  It’s good to have all good memories.  (told a story about a bad memory that I had in school)

S: Oh. (smiles) 

 

T: What do you think makes a good teacher?  How would a teacher act if she was a good teacher?

S: She’s funny. 

T: Is that all?

S: Yes.

 

T: Now, if you could spend one whole day with your teacher, what would you want her to find out about you?  Is there anything that you wish that your teacher knew that she doesn’t know already?

S: About my family.

T: (told about my family and talked about hers)

 

 

 

Excelling Student

 

T: Do you enjoy school?

S: Sometimes.

T: Ok, thank you for being honest with me.  What do you not like about school?

S: I don’t know; when I get in trouble.

T: You?? Get in trouble?  I’ve never seen that!  What do you get in trouble for?
S: Sometimes talking.

 

T: What kind of student are you?

S: Good.

T: Ok.  I think that you’re a good student, too. 

 

T: What do you do for fun outside of school?

S: Mostly swing and walk around. 

T: So, you like to be outside?

S: No, because we live in the middle of nowhere and there’s nothing to do.  There are only trees!      

T: Oh, I liked growing up in the woods.  There’s always something to get into! 

T: How would your classmates describe you?

S: I’m funnyish.

 

T: Who are you friends with?

S: Cayden. 

T: Is he your best friend?

S: Yes.

T: Well, what do you and Cayden like to do for fun?

S: Play games I guess.

 

T: Can you tell me a good memory that you have about school?  Like, tell me about a day that you thought was a really good day.  You can think back from Kindergarten all the way up to now.

S: I wasn’t here ‘til 3^rd grade.

T: Well that’s ok.  You can tell me a memory from your old school, too.

S: Ok, when I met my friend James at my old school. 

 

T: Now can you tell me a bad memory that you have from school?  Like, any day that you thought wasn’t good.   

S:  Days when we can’t go outside.

T: I like to be outside, too.  And now that it’s getting colder out, you’ll probably be stuck inside for recess, huh? 

S: Yes. 

 

T: What do you think makes a good teacher?  How would a teacher act if she was a good teacher?

S: She would be nice, but strict, too.

T: Yes, I agree.  Nice and strict are both important! 

 

T: Now, if you could spend one whole day with your teacher, what would you want her to find out about you?  Is there anything that you wish that your teacher knew that she doesn’t know already?

S: That I know how to ride a dirt bike.

T: Wow!  You can ride a dirt bike?

S: Yes, I just learned three days ago. 

 

Short Reflection:

One thing that both the struggling and excelling student had in common was that they each are quite social.  They both have a best friend, but also interact successfully with all other students. 

One difference between the two is the fact that the struggling student spoke in short, one-word sentences while the excelling student elaborated on answers with less prompting. 

      

 

 

 

 

Double Entry Journal 7

What are some challenges to inquiry approaches to learning?

Although inquiry based learning has many advantages, it also comes with challenges and disadvantages. 

One disadvantage is that the instructor has to give up some control.  For some teachers, this might be especially challenging because they’ve always taught in a controlling manner.  I think that older teachers (ones who have been doing their jobs for a long time) might have the most trouble with this disadvantage. 

Another challenge is that it can place more demands on students to be active learners.  This in itself, is actually a wonderful benefit to inquiry based learning, but if students have never been taught how to take learning into their own hands, they might struggle with how to be active learners.

A third challenge is the fact that assessing inquiry based learning can be difficult because it doesn’t revolve around worksheets, filling in a bubble sheet, and multiple choice questions.  Many teachers (who are somewhat lazy, I might add) avoid inquiry based learning because of the fact that grading a worksheet with ten problems is much easier. 

Finally, what I’d say is the biggest challenge is the fact that inquiry based learning requires a lot of preparation and planning from the teacher.  Like I mentioned above, when a teacher has been doing his/her job for a long time, he/she gets into a routine and often doesn’t like to change things.  Thus, because this inquiry based learning requires additional planning, many teachers do not allow their students to participate in it!

Source: PowerPoint from www.heartland.edu/documents/idc/IBlearningS06.ppt