What does the research say about the impact of negative teacher attitudes about students ethnicity and language variations on student learning?
Research has shown that many teachers have a negative attitude and are more critical towards dialects other than Standard English, considering it the "correct dialect."
Teachers identified nonstandard pronunciation and vocabulary associated with dialects as “incorrect.” They also expressed the belief that “bad” speech equals bad behavior and speaking a nonstandard language equals lower ability.
What are some assessment pitfalls?
No matter what type of teaching strategy a teacher might use to help with cultural diversity in their class room, one can still stereotype their students. Teachers need to get to know the student and family background before making assumptions about how one might write or speak. This can have a huge effect on a student’s performance in the classroom. How do you know what a student is capable of doing if you automatically think “ if they can’t speak or write correctly, then they can’t do anything”
What three approaches can be used to transform students’ dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit).
The awareness approach- examines history and social climate when dealing with the development of certain dialects. Important in this approach that comparing and contrasting students’ native dialect with standard English is the right way to go instead of the liability and cultural deficit direction. (Compose a movie or a poem in their dialect)
Critical pedagogy- focuses on transforming the social order rather than teaching students to succeed in the current social order. These teachers who practice employ students to have a voice of their own and support language power structure. (roll play scenarios where students use multicultural dialect and standard English)
Critical awareness – students are taught standard English, but are also taught to think critically about their language ideology. (Students may have discussions in their own dialect so they can actually say how they really feel)
Research has shown that many teachers have a negative attitude and are more critical towards dialects other than Standard English, considering it the "correct dialect."
Teachers identified nonstandard pronunciation and vocabulary associated with dialects as “incorrect.” They also expressed the belief that “bad” speech equals bad behavior and speaking a nonstandard language equals lower ability.
What are some assessment pitfalls?
No matter what type of teaching strategy a teacher might use to help with cultural diversity in their class room, one can still stereotype their students. Teachers need to get to know the student and family background before making assumptions about how one might write or speak. This can have a huge effect on a student’s performance in the classroom. How do you know what a student is capable of doing if you automatically think “ if they can’t speak or write correctly, then they can’t do anything”
What three approaches can be used to transform students’ dialectal diversity into an asset (funds of knowledge) rather than a liability (cultural deficit).
The awareness approach- examines history and social climate when dealing with the development of certain dialects. Important in this approach that comparing and contrasting students’ native dialect with standard English is the right way to go instead of the liability and cultural deficit direction. (Compose a movie or a poem in their dialect)
Critical pedagogy- focuses on transforming the social order rather than teaching students to succeed in the current social order. These teachers who practice employ students to have a voice of their own and support language power structure. (roll play scenarios where students use multicultural dialect and standard English)
Critical awareness – students are taught standard English, but are also taught to think critically about their language ideology. (Students may have discussions in their own dialect so they can actually say how they really feel)
Wikidot.com. (2009, September 4). Linguistic diversity in ece. Retrieved from http://ecelinguisticdiversity.wikidot.com/teacher-attitudes
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