Double Journal Entry #4

While reading this article, I have learned many things. One thing I learned is that students who have differences in their dialect often have difficulties on standardized testing. I also learned that "code-switching" plays an impotant role in the classroom. It is the ability to use their home language interchangably with the 'proper' language. I have also learned that the more you bring the child's own dialect into the classroom the more they feel comfortable. When a students feel more comfortable in the classroom then they are more likely to succeed.

This article shows culturally responsive teaching by building meaningful bridges between home and school as well as acknowledging the legitimacy of the cultural heritages as worthy content to be taught in the formal curriculum. It build meaningful bridges between home and school because with 'code-switching' students are using their own language as well as what is classified as 'proper' english. Therefore students are able to switch between the two when the situation calls for it (in the case of standardize testing). It acknowledges the legitimacy of cultural heritages as worthy content to be taught in the formal curriculumn because it is allowing students to learn more about their own language as well as what is classified as proper.

I can remember in middle school we had a foreign exchange student in our class for about 3 months. During this time the teacher took in upon herself to make the student feel as home. She did this by allowing the student to relate concepts and ideas to his homeland (Italy). We also learned some Italian while he was here. She incorperated his cultural into ours which allowed him to feel more comfortable and welcome.