What can schools do to address casual register, discourse patterns and story structure and what are you doing in you classroom to bridge that gap. Read and respond to one other blogger.
A good understanding of the three aspects of language is so important. When I started my career in teaching, I would get frustrated with how my students would "butcher the English language". I did not have any concept of the registers of language. I have been fortunate enough to have taught in various socio-economic and ethnic settings. My first few years of teaching, I taught in the southern part of Louisiana where the spoken language is a mixture of English, French, and "butchered English". Next, I taught in the northern part of Louisiana in an area where correct English was stressed and expected in each household. Then, I taught in Southern California where I learned to understand the language of Spanglish - a combination of Spanish and English. Finally, I made tracks back to Louisiana where I presently teach. The strangest thing about each setting is that I had to learn something about each groups' spoken language. I was in survival mode. In order for me to communicate effectively with my students and parents, I had to first learn their "language". In so many words, initially, if I couldn't beat them, I had to join them. It was through my "joining" that I was able to see and understand how important and effective language in different registers can be. With the Spanish speaking community, I had to learn something called BICS (Basic Interpersonal Communicative Skills) and CALP (Cognitive Academic Language Proficiency). Stressing to the students how important it was to speak correct English was good only as far the closed classroom door was. Once the students walked outside the classroom door, everything I ever taught them about using correct English was thrown out the window. They used casual register that was so messed up that I was not sure if they understood what they were talking about. I think that holding our students to higher standards is the main key to aiding our students in grasping the formal register. Not accepting just any type of response from our students is a step in the right direction. In my classroom, my students are required to give replies in complete sentences. I also correct my students when they speak incorrect English. I don't let little things like that pass me by because at some point they will become bigger problems. I don't want my students to think that it's alright to say "I'm is" or "I'm am." I like to pose this question to my students: If you were at a job interview and you spoke incorrect English, do you think you would get hired? Many students respond with a negative. Then, I tell them to see their schooling as a job interview with their future employer. I am compelled to say again, setting high standards and not accepting just anything from our students is the key.
I used to find myself getting frustrated with stories that seemed to weeve all around the point. Language that was used at home but traveled in my class was also frustrating. One thing I believe has helped my students is Thinking Maps. They help my students focus in on the important details. Four Square Writing has helped them to pull their stories together. As far as language, I try to make my students correct themselves and speak correctly. I know that when they are at home there is language they must use, but I try to let them know how to know the difference and when to use the appropriate language. I ofen tell them that we speak differently based on where we are, the importance is to know when to change it.
I like the idea of letting the children tell or write their stories in their own language. When they are finished writing or speaking, then show them the correct version and explain why it is so important to understand the language. By helping the students understand the various roles of language will expand their horizons in test taking and other world activities. I have also noticed that speaking to parents, in the parent conferences has to be handled in a very unique way. (listen to all of the story before making your point)
At school, when students speak in the casual register, it is so advantageous to demonstrate in the formal register exactly and to the point what was said. Writing (particularly drafting) is a wonderful tool for demonstrating the formal register. However, it is important to keep in mind that so often our children use the language they acquire at home. The spoken language at home greatly impacts our students. Therefore, consistent direct teaching in the classroom is a neccessity. Four Square Writing and especially the use of Thinking Maps are useful tools to directly teach these disciplines. Also, it is important to impress upon our students that their functional and productive futures in society is related to use of the formal register discourse pattern. Evory Johnson
Yes Meredith, I am in total agreement with you. It is very important to directly teach our students within the classroom. The uses of Four Square Writing and Thinking Maps are excellnt tools that allow our students to brainstorm, organize, see, compare and contrast their casual register to the formal rigister. Evory Johnson
Looking back on when I was growing up, I was fortunately to have a mother who always stressed using proper English. Therefore, it became a part of me until I realized there was a difference in the way I spoke and that of my friends and acquaintences. Children have a tendency to ridicule other children for "proper speaking".
Being in the classroom and being consistently reminded of correct grammar usage makes it easier to communicate effectively. As said, writing and reading are effective tools for improving language skills. Our schools are doing an excellent job in teaching these skills.
When my daughter finished nursing school, I encouraged her to use the language of her profession irregardless of the fact that her parents just might not understand what was being said. It would help her in her communication skills with other medical professionals. I impressed upon the students that every profession had its own language. Use it wisely and correctly! Augustine Cann
Both school and work operate at a mixed level of formal and casual speech, or consultative register. All people use the casual and intimate registers with friends, but students from poverty may know only these registers. Researchers have found that the more generations a person lives in poverty, the less formal the register that person uses, with the exception of people from a strong religious background. Teachers should address this issue openly and help students learn to communicate through consultative and formal registers. Teachers should use consultative language to build relationships and use formal register to teach content, providing additional explanation in consultative register. K. Holland
Mrs. Cann, I agree with your recommendation to your daughter to use the language of her profession. The more you practice in formal or consultative register, the more proficient it becomes. Eventually it will become habit or second nature to speak in these registers in all professional situations or settings. K. Holland
As Mrs. Cann noted, I also was fortunate enough to come from a home where the use of formal register was always stressed. Even to this day, my mother, a retired teacher, continues to correct me when using casual language.
When I first started teaching, I had a big problem understanding the students when they were communicating with me. The use of casual language was something that I was not accusstomed to hearing. In the classroom, I use a practice of redirecting the students during conversation. I allow them to speak to me in their terms and then continue the conversation with me using formal language to prompt the students to continue their conversation.
During the IOWA test last spring, I even had a problem reading the part of the test where students had to find the grammatical error in the sentence or passage. I realized at that time how hard it was for me to speak in a casual way.
In my classroom, I try to consistently use formally register to give the students more opportunities/experiences with it. In addition, I take advantage of opportunities to correct their inappropriate uses while opening discussions about when and what are appropriate. I tell them about my family & educational backgrounds and how I am able to transition between the two uses. I let them know in my professional role I speak one way but, with my family I don't use formal registry as to not intimidate my family. (As one of my favorite saying goes, there's a time and place for everything.) I have always stressed the differences between casual and formal registry without making them feel threatened or inadequate. Usually, by second semester I find them correcting me.
The biggest thing I reinforce as a Kindergarten teacher related to formal discourse is that my students are required to answer in complete sentences. I think it is very important to speak correctly as a teacher. It is really hard to respect a teacher when they use casual discourse. H. Gasper
I have to be very careful in determining what aspects of language I want to stress to my students: my students already struggle with often, very basic grammar and language skills, and are therefore, very hesitant to open up with more stuctured conversation and definitely with writing. I stress more the thought processes they need to work on thinking maps and 4 square. I had a recent break-through with the language of my 6th graders: They were choosing correct noun/pronoun with verbs, and I read the sections out loud, substituting the different choices each time so that they can hear the difference. After one particular lesson was going nowhere, I modified my strategy and told them to picture ME saying the sentences to them outside the class. They were able to get EVERY one correct! Now I know that are recognizing proper languages, so it makes it that much easier to teach them. (and, the odd thing is that they loved the excercise! They literally wanted to close their eyes, and picture us having the conversations!!)
What an interesting topic to discuss. I see everyday students "butcher the English Language" but ha, I do as well. Although it is so easy to do based upon our home-life and where we were raised. It is important as educators to encourage our students to understand the various roles of language and when to use it. DeWanna Granger
Miss Gasper, I do the same. When a student speaks to me I always will say, "Speak to me in a complete sentence." This allows them to understand the correct usage of our English. DeWanna Granger
I feel that students who grow up in poverty learn a lot of language that is not considered "standard English", such as slang or "street language". However, children in poverty feel that they have to learn slang or street language so that they can survive in their environment. This is the type of language that they are exposed to. Often times, most of these children are not surrounded by people who have an education and who can teach them proper use of the English language. I feel that these children need to be exposed to as much correct use of the English language as possible. The one place where they can get this exposure is in our schools. Glenn Antonio Kline
18 comments:
A good understanding of the three aspects of language is so important. When I started my career in teaching, I would get frustrated with how my students would "butcher the English language". I did not have any concept of the registers of language. I have been fortunate enough to have taught in various socio-economic and ethnic settings. My first few years of teaching, I taught in the southern part of Louisiana where the spoken language is a mixture of English, French, and "butchered English". Next, I taught in the northern part of Louisiana in an area where correct English was stressed and expected in each household. Then, I taught in Southern California where I learned to understand the language of Spanglish - a combination of Spanish and English. Finally, I made tracks back to Louisiana where I presently teach. The strangest thing about each setting is that I had to learn something about each groups' spoken language. I was in survival mode. In order for me to communicate effectively with my students and parents, I had to first learn their "language". In so many words, initially, if I couldn't beat them, I had to join them. It was through my "joining" that I was able to see and understand how important and effective language in different registers can be. With the Spanish speaking community, I had to learn something called BICS (Basic Interpersonal Communicative Skills) and CALP (Cognitive Academic Language Proficiency). Stressing to the students how important it was to speak correct English was good only as far the closed classroom door was. Once the students walked outside the classroom door, everything I ever taught them about using correct English was thrown out the window. They used casual register that was so messed up that I was not sure if they understood what they were talking about.
I think that holding our students to higher standards is the main key to aiding our students in grasping the formal register. Not accepting just any type of response from our students is a step in the right direction. In my classroom, my students are required to give replies in complete sentences. I also correct my students when they speak incorrect English. I don't let little things like that pass me by because at some point they will become bigger problems. I don't want my students to think that it's alright to say "I'm is" or "I'm am." I like to pose this question to my students: If you were at a job interview and you spoke incorrect English, do you think you would get hired? Many students respond with a negative. Then, I tell them to see their schooling as a job interview with their future employer. I am compelled to say again, setting high standards and not accepting just anything from our students is the key.
I used to find myself getting frustrated with stories that seemed to weeve all around the point. Language that was used at home but traveled in my class was also frustrating. One thing I believe has helped my students is Thinking Maps. They help my students focus in on the important details. Four Square Writing has helped them to pull their stories together. As far as language, I try to make my students correct themselves and speak correctly. I know that when they are at home there is language they must use, but I try to let them know how to know the difference and when to use the appropriate language. I ofen tell them that we speak differently based on where we are, the importance is to know when to change it.
I like the idea of letting the children tell or write their stories in their own language. When they are finished writing or speaking, then show them the correct version and explain why it is so important to understand the language. By helping the students understand the various roles of language will expand their horizons in test taking and other world activities.
I have also noticed that speaking to parents, in the parent conferences has to be handled in a very unique way. (listen to all of the story before making your point)
At school, when students speak in the casual register, it is so advantageous to demonstrate in the formal register exactly and to the point what was said. Writing (particularly drafting) is a wonderful tool for demonstrating the formal register. However, it is important to keep in mind that so often our children use the language they acquire at home.
The spoken language at home
greatly impacts our students. Therefore, consistent direct
teaching in the classroom is a neccessity. Four Square Writing and especially the use of Thinking Maps are useful tools to directly teach these disciplines. Also, it is important to impress upon our students that their functional and productive futures in society is related to use of the formal register discourse pattern.
Evory Johnson
Yes Meredith, I am in total agreement with you. It is very important to directly teach our students within the classroom. The uses of Four Square Writing and Thinking Maps are excellnt tools that allow our students to brainstorm, organize, see, compare and contrast their casual register to the formal rigister.
Evory Johnson
Looking back on when I was growing up, I was fortunately to have a mother who always stressed using proper English. Therefore, it became a part of me until I realized there was a difference in the way I spoke and that of my friends and acquaintences. Children have a tendency to ridicule other children for "proper speaking".
Being in the classroom and being consistently reminded of correct grammar usage makes it easier to communicate effectively. As said, writing and reading are effective tools for improving language skills. Our schools are doing an excellent job in teaching these skills.
When my daughter finished nursing school, I encouraged her to use the language of her profession irregardless of the fact that her parents just might not understand what was being said. It would help her in her communication skills with other medical professionals. I impressed upon the students that every profession had its own language. Use it wisely and correctly!
Augustine Cann
Yes, Ms Neal so many students "butcher the English language". However, some of those butchered words and phrases have become acceptable English.
Both school and work operate at a mixed level of formal and casual speech, or consultative register. All people use the casual and intimate registers with friends, but students from poverty may know only these registers. Researchers have found that the more generations a person lives in poverty, the less formal the register that person uses, with the exception of people from a strong religious background. Teachers should address this issue openly and help students learn to communicate through consultative and formal registers. Teachers should use consultative language to build relationships and use formal register to teach content, providing additional explanation in consultative register.
K. Holland
Mrs. Cann, I agree with your recommendation to your daughter to use the language of her profession. The more you practice in formal or consultative register, the more proficient it becomes. Eventually it will become habit or second nature to speak in these registers in all professional situations or settings.
K. Holland
As Mrs. Cann noted, I also was fortunate enough to come from a home where the use of formal register was always stressed. Even to this day, my mother, a retired teacher, continues to correct me when using casual language.
When I first started teaching, I had a big problem understanding the students when they were communicating with me. The use of casual language was something that I was not accusstomed to hearing. In the classroom, I use a practice of redirecting the students during conversation. I allow them to speak to me in their terms and then continue the conversation with me using formal language to prompt the students to continue their conversation.
During the IOWA test last spring, I even had a problem reading the part of the test where students had to find the grammatical error in the sentence or passage. I realized at that time how hard it was for me to speak in a casual way.
J. Jackson
In my classroom, I try to consistently use formally register to give the students more opportunities/experiences with it. In addition, I take advantage of opportunities to correct their inappropriate uses while opening discussions about when and what are appropriate. I tell them about my family & educational backgrounds and how I am able to transition between the two uses. I let them know in my professional role I speak one way but, with my family I don't use formal registry as to not intimidate my family. (As one of my favorite saying goes, there's a time and place for everything.) I have always stressed the differences between casual and formal registry without making them feel threatened or inadequate. Usually, by second semester I find them correcting me.
The biggest thing I reinforce as a Kindergarten teacher related to formal discourse is that my students are required to answer in complete sentences. I think it is very important to speak correctly as a teacher. It is really hard to respect a teacher when they use casual discourse.
H. Gasper
I agree that Thinking Maps are a great way for the children to focus and stream-line their stories more.
H. Gasper
I have to be very careful in determining what aspects of language I want to stress to my students: my students already struggle with often, very basic grammar and language skills, and are therefore, very hesitant to open up with more stuctured conversation and definitely with writing. I stress more the thought processes they need to work on thinking maps and 4 square. I had a recent break-through with the language of my 6th graders: They were choosing correct noun/pronoun with verbs, and I read the sections out loud, substituting the different choices each time so that they can hear the difference. After one particular lesson was going nowhere, I modified my strategy and told them to picture ME saying the sentences to them outside the class. They were able to get EVERY one correct! Now I know that are recognizing proper languages, so it makes it that much easier to teach them. (and, the odd thing is that they loved the excercise! They literally wanted to close their eyes, and picture us having the conversations!!)
What an interesting topic to discuss. I see everyday students "butcher the English Language" but ha, I do as well. Although it is so easy to do based upon our home-life and where we were raised. It is important as educators to encourage our students to understand the various roles of language and when to use it.
DeWanna Granger
I agree with Mrs. Hall. Thinking maps are an excellent way to allow our children to express themselves using their own language.
Miss Gasper, I do the same. When a student speaks to me I always will say, "Speak to me in a complete sentence." This allows them to understand the correct usage of our English.
DeWanna Granger
I feel that students who grow up in poverty learn a lot of language that is not considered "standard English", such as slang or "street language". However, children in poverty feel that they have to learn slang or street language so that they can survive in their environment. This is the type of language that they are exposed to. Often times, most of these children are not surrounded by people who have an education and who can teach them proper use of the English language. I feel that these children need to be exposed to as much correct use of the English language as possible. The one place where they can get this exposure is in our schools.
Glenn Antonio Kline
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