Culturally Responsive

Language, literacy, and power are often perceived to be connected, especially in the education world. Educators, especially in the Appalachian region, assume that if a student is a poor reader that they are unable to learn. Many times the student is quite intelligent and the problem lies in the fact that “standard English” is not the language they use. They can communicate well while using the language they are used to using at home. Teachers of these students need to realize that students can and are willing to learn and that they will be best reached by using the language they are most comfortable speaking with.

"First, and most obvious, teachers and schools must accept, believe and act upon the belief that children of poverty are learners, have been learning since birth, and are ready to learn at any time, and will learn" (Purcell Gates, 2002).

It became very evident to me that many teachers do not understand the best way to reach their students who speak with a dialect, whether it is from the Appalachian region or a different country. These students are often labeled as unable to learn. Teachers that believe the student’s underachievement stems from their social class and cultural background perpetuate cultural deficit perspective.  Their parents are also often blamed for not caring about their child’s education. Quite often this is not the case. The teacher that embraces the differences in the classroom and uses that to help educate the student is utilizing the cultural difference perspective. Nothing will change unless a teacher changes how they think about the student.

“The real problem lies in the fact that we are not changing what we teach or even so much the ways in which we teach it; what we must change is how we think about it” (Rowland & Marrow, 2010).

The best way for teachers to overcome cultural deficit perspectives is to embrace the student’s culture. By using where the student comes from, the teacher is creating a connection the student can relate to. If a teacher knows what the student’s family does at home and incorporates it in the classroom the student will be able to practice at home.

“He believes the secret to literacy instruction is for schools to investigate and tap into the ‘hidden’ home and community resources of their students” (Moll, 1992).

In order to improve literacy instruction for speakers of non-standard English, teachers need to incorporate the language that students use at home, their cultural capital, and funds of knowledge, or what bodies of knowledge the household possesses. Allowing students to write in the language context they know will help them become more comfortable with writing.

“The teaching of writing should assume students will begin with the sort of language with which they are most at home and most fluent in their speech.  That language may be a dialect of English, or even a different language altogether.  The goal is not to leave students where they are, however, but to move them toward greater flexibility, so that they can write not just for their own intimates but for wider audiences” (NCTE, 2008).

The Where I Am From project helps support culturally responsive teaching in several ways. Students learn that it is okay to be proud of their cultural heritage. They also learn that the culture of another student is just as important as their own. The project embraces several learning styles, making it easier for some students to learn than simply sitting in a desk being lectured at.

I believe it is extremely important to meet the students where they are at and not expect them to fit into a mold they are not capable of. I plan to create an environment in my classroom that encourages students to be open with each other and with me. It will be a safe environment for students to listen to each other and practice speaking in a social setting. I will do my best as a teacher to implement as much of my student’s lives and culture in my classroom in order to create a bridge between their home and school experiences.

Resources:

Gonzalez, N.,  Greenberg, J. & Velez, C. Thanks Funds of Knowledge: A Look at Luis Moll's Research Into Hidden Family Resources. CITYSCHOOLS, 1 (1), 19-21, 1994.

Moll, L. (1992). Funds of knowledge for teaching: Using a qualitative approach to

connect homes and classrooms. (1992). Theory into Practice, 31(2), 132-

41.

National Council of Teachers of English (2008). National Council of Beliefs About Writing. Retrieved October 12, 2012: http://www.ncte.org/positions/statements/writingbeliefs

Purcell-Gates, V. (2002). “...As soon as she opened her mouth!” In L. Delpit & J.K. Dowdy (Eds.), The skin that we speak: An anthology of essays on language, culture and power.

Rowland, J. & Marrow, D. (2010).  Dialect Awareness Education: The importance of Watching Our Words. USC Undergraduate Research Journal vol 3.