This Issue’s Focus: Teaching the Language of School and Academics (20:4)
With the adoption of the Common Core State Standards, building academic language in every content area for all students has never been more important. Articles and ideas in this issue will help language arts teachers reconsider academic language in their own classrooms and help colleagues in other disciplines support student vocabulary growth. The last three articles in this section focus on English language learners, but there is a wealth of ideas in this section for every student population.
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“Three Mentor Texts That Support Code-Switching Pedagogies for Middle School Students” by Dara Hill
General Discussion Topic:
In this article Hill focuses on code-switching between African American Vernacular English (AAVE) and Standard English (SE). Begin your thinking and discussing this article by analyzing the language of the students and families in your classroom and community. Is AAVE the dominant code used by your students and their families? Is there another variety of English spoken in your community? Do you and your colleagues recognize these varieties of English as alternate codes or as errors in usage? How do we as teachers talk about language use in a way that is open and inclusive of all of our students?
- It is necessary to provide a balance of informal writing contexts that value AAVE features, along with formal writing opportunities that call for scaffolding toward Standard English features in a manner that is nonthreatening.
- Many speakers of AAVE do not employ its features all the time, nor do all African Americans speak AAVE.
- Students will more likely pursue formal, academic English upon participating in nonthreatening contexts for examining variations of English.
Common Core Connections
College and Career Readiness Anchor Standards for Language 6-12
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
It is interesting to note that the concept or recognizing variations from standard English in their own or other’s writing is isolated only to grade 6.
Using This Article with Your Team
Hill approaches this topic from the standpoint that AAVE is a differentiated dialect with systematic grammatical features. She aligns with other researchers in steering away from a corrective approach and moving toward an approach that helps students understand appropriate contexts and to distinguish between Standard and nonstandard English.
Students should be speaking and writing formally and informally in all academic disciplines. Using this article as a starting point, how can you lead your colleagues in a conversation about accepting AAVE or other dialects in appropriate contexts in the classroom?
Try using one of the mentor texts Hill recommends and leading colleagues in an examination of grammatical features similar to Hill’s example to begin to help them recognize similarities and differences.
Why Not Try This?
Hill suggests using Jacqueline Woodson’s book Peace, Locomotion as one of the mentor texts. She suggests writing a poem with similar language features from Lonnie’s perspective or students’ own. Another variation would be to write a poem in two voices. Students could write one voice as Lonnie and one as his sister Lili, or they could write the same idea in AAVE and SE, then compare how the mood and tone of the speaker changes when the dialect of English changes.
She also suggests teacher modeling comparing grammatical features across registers to illustrate that no variety of English is superior. Try involving students in this dialogue. Have students role play conversations between the characters using different variations. Have students play one role using AAVE and another SE, switch speakers and roles, have students engage in mock conversations with peers and with adults in varying roles to illustrate situations when difference registers may be expected or appropriate.
Hill also suggests using The Watsons Go to Birmingham, 1963 by Christopher Paul Curtis as another mentor text. Copper Sun by Sharon Draper is another example of historical fiction that mixes a variety of registers depending on the speaker. This provides another mentor text suitable for the expository text organizer Hill outlines in her article.
Seedfolks by Paul Fleischman is another mentor text suggested by Hill. Have students create a graphic organizer that compares and contrasts one or two features of each dialect:
| || Vietnamese|| AAVE|| Korean|| Latino|
|Pronouns|| || || || |
|Syntax|| || || || |
| || || || |
Hill references the work of John R. Rickford, Professor of Linguistics at Stanford University. Refer to the links below for more on Dr. Rickford’s work, including links to full texts of many of his articles.
NCTE provides a sample chapter from the Wheeler and Swords book Code-Switching, also referenced by Hill to assist in distinguishing features between Standard English and other registers.