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P. 1
Final Draft

Final Draft

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Published by Micah J Ford
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Published by: Micah J Ford on Dec 10, 2012
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Solution Proposal Response
Introduction/Background
On the issue of “Students Rights to Their Own Language” as a whole I feel as if we
decided to add language diversity to the classroom it would better our society but, there would besome positive and negative issues if the change was to occur. The whole idea of languagediversity is a big controversy because of the many ideals that could happen if there was a change
from “Standard English” to various dialects. I feel as if we do decide to add a variety
of languageto a society as whole would be better because there would be more diversity and the alreadystrong cultural boundaries would be torn down a little. If we did decide to diversify languagewithin the classroom we would have to take many steps and make some changes so the newly
installed dialects could fit inside a teacher’s lesson plan. Also I feel as if I should speak about
how it will be positive and negative. I feel so strongly on this issue because I feel like I can relateto the whole situat
ion and just because someone doesn’t speak a specific language or talks a
certain way they should not be treated any different or isolated from when it comes to learningother languages within the classroom.
 
I can recount a lot of experiences within my advanced
 placement English class in high school where because I didn’t speak a certain way I was thought
to be illiterate or not being capable of doing the work because of the certain context I put wordsin different situations. Just because people speak a c
ertain way that doesn’t mean that thereilliterate or ignorant it’s just that it’s what there used to being around.
With my ideas in mind Ihope to diversify the classrooms and let every culture express themselves within the classroomsetting. My target audience is the 9
th
grade.
Literature Review
 
With these steps in mind I feel as if the articles I have chosen can somewhat help implementthese plans or at least help make a layout of the plan to diversify the classroom. Within my first
article “I Ain't Thinkin' 'Bout No The Development of Two Parall
el Diversity-Related Case
Studies for Higher Education” It speaks about changing the classroom structure as a whole an
instead of focusing on individual students you focus on group work and team-building activities.Students who engage with other backgrounds in team-work activates have a better chance of social networking and be able to have better connections because they are able to diversifythemselves. I feel like this helps my idea because in order for the classroom to diversify youhave to get the students acquainted and used to learning with each other so it will be easier forthem to work together. If students work together diversifying will be easier because they will
want to work to help each other succeed. My second article “Tracking and High Sc
hool English
Learners: Limiting Opportunity to Learn” it speaks about why language is so crucial and that
even though English is a strong dialect around the world it is still important to learn about otherdialects, cultures, and heritages. I feel like this helps my overall plan because this whole articlecould be used to help to explain to students why language diversity is so important. If youexplain the overall concept and how crucial language is to society it might make students eagerto learn more about different languages. This article could also help teachers as well because ittalks about how English learners had trouble learning the language and they felt neglected andunequal to everyone else within the classroom. This idea may help motivate teachers because itis their job to help students learn and seeing students struggle should be all the motivation they
need to help push and help the issue of language diversity. Within my third article “Evaluating
Dialect in Discourse: Teachers' and Teenagers'
Responses to Young English Speakers in Wales”
it correlates with the ideas of my second article. Within the article it discusses how students from
 
the Wale region had begun to learn English and felt proud about the accomplishment. So theWale students tell stories in English. The stories are then recorded and given to teachers andstudents to listen and evaluate how English affected the community. Learning the Englishlanguage helped this culture mentally and emotionally because with the learning of a newlanguage they not only educated themselves but gained a new sense of confidence because of thethings they had learned. As stated before this relates to my second article because it could helpmotivate students to learn and maybe even help them gain confidence. Within my fourth article
“Assessment Accommodations for English Language Learners: Implications for Policy
-Based
Empirical Research” It talks about how when it comes to tests for language and dialect certain
accommodations should be used for students whose home language is not English. It speaks
about how one specific assessment is not fair to test an English learner’s knowledge about the
subject and how different approaches may be used to help students learn. I feel as if this is one of the strongest articles that could help the classroom because it could help teachers plan out testsand lesson plans to accommodate the whole classroom so it will be easier for everyone to learn.The goal is to help every student and if every student feels at home within the classroom and
actually welcomed within the classroom they will want to learn. Other articles included “CriticalThoughts on Teaching Standard English” which mainly focuses about how English is the main
language used within a work setting and around the world. This article made me think if onespecific language can be so powerful why not teach all languages and be more educated about allcultures. The Cambridge article was another article that showed the importance of StandardEnglish because it talked about how it was used in everyday life which again also made me think 
about how much better we could be as society if we incorporated everybody’s cultures and
dialects.
In Rosina Lippi-Greens article Standard language ideology and discriminatory pretext in thecourts she tells the story of Sulochana Mandhare. Sulochana, a native of India, decided she wanted to

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