Language and Identity at Home

1.Some of the features of language spoken in a home that align with academic language are story telling, structure of text, and comprehension. These concepts are  learned through being read to by parents/adults and also using games (video and card).
2. The features of Leona's specialized form of language is that it comes in the form of a poem. Leona speaks in stanzas that present syntax structures and rhythmic flow of words.
3. Leona's language isn't excepted in school because she is mistaken for "rambling". Leona is viewed as having a cultural deficit when really she is showing something quite unique.
4. Snow's research shows that "children living in high-poverty areas tend to fall further behind, regardless of their initial reading skill level". His recommendation contradicts this however because he says that reading should be taught in the traditionalist approach. If his research proves true, his recommendation puts the child in a situation where learning is hollow.
5. Other factors that can make or break good readers are "power, status, and solidarity". Students need the sense of being wanted/needed. When a teacher is culturally responsive learning is at its peak.
6. Students find thee "ways with words" isolating because the academic language does not support the language that they use in their home.

A Strange Fact About Not Learning to Read

• The fact that we should find strange is that being poor or from a minority group hinders you from learning how to read. This fact is strange because one of the goals of education is to create a sense of equality among students. Stating that one group struggles reading because of their background is discrimination. What teachers need to realize is that the link between poverty and learning to read is not because poor children are "being less good at learning than rich kids". According to Gee there was no difference between the capability of a poor student and a privileged student playing Pokemon. The disturbing thought however is that the school system doesn't feed of students' likes. This causes the student to lose interest because it isn't something that motivates them to learn therefore they fall behind and turn into struggling readers.
• There is a major difference in traditionalists and progressive educators. Traditionalists teach in a "kill and drill" step by step method. They start with phonemic awareness then move to phonics, fluency and comprehension. It is an "assembly line" process. The progressive approach focuses more on making meaning with the text. Students can't learn to read by exposing it to them one time. Reading is not a natural process like learning to walk. This doesn't necessarily mean that reading is an instructed process. Instructed processes are how you acquire knowledge. Natural processes are built withing and happen easily for most. There is also cultural processes which are things that are so important to a group that they ensure everyone who needs to learn these "things" will. Although reading is taught as an instructional process in school, humans learn better by cultural processes.
• According to the author the "fourth grade slump" occurs because students have to rely on reading to learn. When the content becomes to difficult to read then they fall behind. 
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Situated Language and Learning: Chapter 1

The main challenge in this book is that "people learn new ways with words, in or out of school, only when they find the worlds to which these words apply compelling" (Gee, 2004). When the author refers to "ways with words" he means exactly that. It's how we use words and their meanings in a language. Simply stated from the quote above, if we like the subject then we are more willing to learn about it. From my experience in working in a physical therapy office I've learned to use their jargon of diagnoses, exercises, and body parts. I could say that a patient was diagnosed with lumbago, but to simplify it I could say they have low back pain. 
According to the author, people learn a specialized variety of language best by relating the words and structures of that language to experiences they have had. A person can very easily say that they understand a concept. But if they have actually come in contact with that concept it will have more impact/meaning for them. In the author's opinion, in order to become successful in today's society, you must be open to having diverse experiences. When you do this, you can "transform and adapt" to the fast paced status of our lives. 
When the author states that only learning academic language will not be enough for success in modern society, I half agree and half don't agree. I believe that people can be as successful as they want to be. If to them reciting the language they learned from the book in school is successful, then that is precisely what they are. On the other hand, if someone takes their academic language and sets forth to make first hand experiences out if it, then they are just as sure to be successful as well. This author used his "ways with words" extremely well. He didn't speak in such a way to confuse his readers with "fancy language". What he did was use his words to help people understand the main point in his book by giving examples and using analogies.

Resource:
Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York, NY: Routledge.

Student Interviews

High Performing Student

* Do you like school?

    - Yes

* What do you do for fun outside of school?

    - I play with friends and sometimes play sports.

* How would your classmates describe you?

    - We're best friends and I'm fun.

* Who are you friends with? What do you and your friends do together?

    - Cameron. We play on the playground or go to each others' house.

* Tell me a good memory you have about school.

    - In kindergarten me and Cameron would play army guys in class.

* Tell me a bad memory about school.

    - We were playing and Adam and Cameron yelled at me.

* Describe a good teacher or tell me about a favorite teacher you had in the past.

    - Mrs. Romano let me line up first and helped me with work.

* What is one thing you wish your teacher knew about you?

    - Everyone is my friend



Struggling Student

* Do you like school?

    -Yes

* What do you do for fun outside of school?

    - Play with my dog, hes wild!

*How would your classmates describe you? The student didn't understand the question so I asked if they would say that he was nice, fun, or smart etc.
 
    - The never say anything like that about me

* Who are you friends with? What do you and your friends do together?
  
    - We just play
* Tell me a good memory you have about school.

    - The student could not think of a good memory. I tried to give examples but he said he "didn't have any good memories".

* Tell me a bad memory you have about school.

    - In kindergarten a kid did a back flip and his feet hit my face. My nose was all bloody.

* Describe a good teacher or tell me about a favorite teacher you had in the past.

    - Mrs. Joyce, because she take me to recess down the street.

* What is one thing you wish your teacher knew about you?

    - I can do a front flip.


Characteristics of a struggling student in my classroom include:

• writing letters and numbers backwards
• very quiet
• needs more explanation than others with assignments

I had the chance to work one on one with this student.  She needed the assignment explained further and demonstrated for her. Once this was done she was able to complete the rest on her own. The student still struggles socially when asked to read or answer in front of the class. She will however speak to the teacher one on one and seems to get along with her peers in class. The student needs better clarification with directions and strategies (using manipulatives in this case). I know its not possible to do for every assignment, but instead of calling on the student to answer a question in front of everyone go over to the student while others are working to assess her understanding.

The high performing student in my class is very outgoing and has many friends in the class. He succeeds in every subject but gets in trouble for shouting answers and being a distraction when he finishes with his work early. The teacher explains that he shouldn't shout an answer without being called on. This works for one lesson but he quickly forgets.

Challenges with Inquiry Approaches

* Lack of teacher skills and knowledge in how to engage in this type of approach

*student management of work: how to work together , time management, and motivation after setbacks

*Time management from teachers: juggling new responsibilities, designing and implementing lessons, facilitating groups, scaffolding, and supporting lessons