First Speaker (WBGH & Harvard Graduate School of Education, 2012)
1.Why is this video helpful for teaching in West Virginia?
The topic explores people who speak and write everyday language that might not completely conform to Standard English.
2.What evidence is presented that supports the credibility of the speaker?
Rebecca Wheeler is an Associate Professor of English Language and Literature Literacy at Christopher Newport University in VA and co-author of a book about teaching Standard English in an urban classroom. Furthermore her research extends to everyone who writes and/or speaks in everyday English. She has several degrees up to the PH level for literacy and is becoming a leader in her field and research.
3.Describe the traditional approach to responding to student writing?
Teachers look for vernacular error or "what the student is not doing" and corrects it; often writing all over the paper. Sometimes the paper looks as if it is bleeding it has so much red ink on it.
4.Why does the traditional approach not work in improving student writing?
It doesn't "look at what the student is doing" which is following community grammar.
5.Name the three strategies associated with the linguistic approach to writing instruction?
1. Scientific Method applied to grammar discovery
2. Contrastive Analysis
3. Code Switching as Meta cognitive
*Take what the student has and build on it and then build a bridge to add new knowledge.
6.How do you know the cat and Taylor go together?
The owner's name is first and then what they possess is second - "Taylor cat". It ends up being "a pattern".
7.What is different between the two patterns of possessives for informal and formal English?
The pattern for informal possessive is "owner + what they own". The pattern for formal English is as follows "owner, then apostrophe 's' + what they own".
8.What strategy is being used for teaching the second grade students the different patterns between informal and formal English?
A multi-dimension of codes of language. Teaching students using a contrastive analysis chart that there are different forms of speaking whether they are at school, in the community, home, texting, with friends, etc. The chart compares the different forms of language and what is appropriate when.
9.Describe how the scientific method is used to teach students to code switch.
The scientific method is used by 1. Collecting data; 2. Observe data and seek patterns; 3. Describe pattern (hypothesis); 4. Check hypothesis; and 5. Modify hypothesis. According to speaker #1 this was performed on the video where the teacher introduced informal and formal possessives.
10.What question is being asked to engage students in the comparison and contrast strategy?
The question is asked, "What has changed". This challenges to the students to compare and contrast (in the example) the difference between informal and formal possession.
11.How does code switching support meta cognition?
The student has to pick which form of language they have to use to fit the situation.
12.What evidence is presented the code switching approach works? Describe one of the studies?
Fogal and Ehri (2000) - which looked at traditional techniques and experimental techniques of contrastive analysis. Fogal and Ehri pre-assessed students to view their vernacular grammar through a writing assessment. The students required a 30% vernacular feature before they could be used for the experiment. From this point Fogal and Ehri used code switching and contrasting analysis as an intervention. Findings concluded NO improvement with traditional English correction methods; this included one session where the teacher instructed grammar tips for writing. However, when they tested the comparative analysis method there was almost a 100% improvement in performance.
Second Speaker (WBGH & Harvard Graduate School of Education, 2012)
1.How did the students respond when asked how they felt about being corrected when they talked?
The students felt stupid, angry, and confused. Not one felt as if they were being helped.
2.Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch?
She drew upon what they already knew informal and formal clothes looked like and what occasions the were they were used. She then turned the focus to informal and formal language. When phrases like "What's up dawg?" were appropriate. The students used there "funds of knowledge" to say that it was not appropriate for the principal but it was okay with friends. The teacher then had the students create a comparative analysis chart to compare everyday slang to what they should use in a formal situation. The students assess the patterns in each the informal and formal situations.
3.What are some added benefits aside from raising test scores that stem from using contrastive analysis?
The students take it on themselves to see language patterns in all situations whether they are at the library, when guests speak, when the teacher speaks, when other students speak, how other cultures speak and most importantly when various languages patterns are appropriate without feeling bad for choosing informal or formal language.
On My Own
Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies:
First of all, I'm really happy with the way the article "Researched-Based Strategies" changed the Scientific Method to Inquiry. As a science researcher I shudder when Scientific Method is used because it has been outdated since 1970 something and it doesn't exist as valid. Just an OCD that kind of turned me off in the previous video; sorry I know it is nit picky. First of all, inquiry is an example of contrast analysis because it presents a good question, formulated by the students, or hypothesis with a prediction. From there the student follows up his or her prediction by observations which then have to be analyzed and finally the results have to be communicated as in all other scientific processes. In the case of comparative analysis - the students are presented with whether or not a statement can be used in an informal or formal situation. Once they make a prediction, the student then has to write out the statement. The statement is written in two ways - what might be a formal way and what might be an informal version. The student then analyzes both statements thinking about whether the statements can be used at home or in a formal setting. While the analysis is taking place a communication with other students can serve to help make a decision. After all, the tenets of the nature of science states that science is a social event. Community responses and decisions are part of the Inquiry of Science ("Generating and testing," 2005).
Comparing and Contrasting helps the human mind see patterns. We are actually quite good at seeing a pattern when it is present. I think that is why comparison analysis works so well with children. Children look patterns even when they are subtle. In the case of comparing informal and formal language, students scaffold onto what they already know. Informal language is part of the student's "funds of knowledge" from this point they then see a pattern and can incorporate formal language onto what they have learned in the past ("Identifying similarities and," 2005)
Related Source
I found this triangle that display informal and formal languages and I found it very relevant to comparative analysis. For example: One side of a triangle may say "Hi John" to display an informal conversation while the other side of the triangle states the formal version, "Dear Sir or Madam". Another example I like gave an informal and formal version of "Telly" vs. "Television" (Collins, 2011)
Resources:
WBGH. (Producer), & Harvard Graduate School of Education, (Producer) (2012). Teaching standard english in urban classroom. Forum Network. [Video podcast]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms
Collins, J. (2011, June 6). Formal and informal language tarsia jigsaws. Retrieved from http://www.skillsworkshop.org/resources/formal-and-informal-language-tarsia-jigsaws
Generating and testing hypotheses. (2005). Retrieved from http://www.netc.org/focus/strategies/gene.php
Identifying similarities and differences. (2005). Retrieved from http://www.netc.org/focus/strategies/iden.php
1.Why is this video helpful for teaching in West Virginia?
The topic explores people who speak and write everyday language that might not completely conform to Standard English.
2.What evidence is presented that supports the credibility of the speaker?
Rebecca Wheeler is an Associate Professor of English Language and Literature Literacy at Christopher Newport University in VA and co-author of a book about teaching Standard English in an urban classroom. Furthermore her research extends to everyone who writes and/or speaks in everyday English. She has several degrees up to the PH level for literacy and is becoming a leader in her field and research.
3.Describe the traditional approach to responding to student writing?
Teachers look for vernacular error or "what the student is not doing" and corrects it; often writing all over the paper. Sometimes the paper looks as if it is bleeding it has so much red ink on it.
4.Why does the traditional approach not work in improving student writing?
It doesn't "look at what the student is doing" which is following community grammar.
5.Name the three strategies associated with the linguistic approach to writing instruction?
1. Scientific Method applied to grammar discovery
2. Contrastive Analysis
3. Code Switching as Meta cognitive
*Take what the student has and build on it and then build a bridge to add new knowledge.
6.How do you know the cat and Taylor go together?
The owner's name is first and then what they possess is second - "Taylor cat". It ends up being "a pattern".
7.What is different between the two patterns of possessives for informal and formal English?
The pattern for informal possessive is "owner + what they own". The pattern for formal English is as follows "owner, then apostrophe 's' + what they own".
8.What strategy is being used for teaching the second grade students the different patterns between informal and formal English?
A multi-dimension of codes of language. Teaching students using a contrastive analysis chart that there are different forms of speaking whether they are at school, in the community, home, texting, with friends, etc. The chart compares the different forms of language and what is appropriate when.
9.Describe how the scientific method is used to teach students to code switch.
The scientific method is used by 1. Collecting data; 2. Observe data and seek patterns; 3. Describe pattern (hypothesis); 4. Check hypothesis; and 5. Modify hypothesis. According to speaker #1 this was performed on the video where the teacher introduced informal and formal possessives.
10.What question is being asked to engage students in the comparison and contrast strategy?
The question is asked, "What has changed". This challenges to the students to compare and contrast (in the example) the difference between informal and formal possession.
11.How does code switching support meta cognition?
The student has to pick which form of language they have to use to fit the situation.
12.What evidence is presented the code switching approach works? Describe one of the studies?
Fogal and Ehri (2000) - which looked at traditional techniques and experimental techniques of contrastive analysis. Fogal and Ehri pre-assessed students to view their vernacular grammar through a writing assessment. The students required a 30% vernacular feature before they could be used for the experiment. From this point Fogal and Ehri used code switching and contrasting analysis as an intervention. Findings concluded NO improvement with traditional English correction methods; this included one session where the teacher instructed grammar tips for writing. However, when they tested the comparative analysis method there was almost a 100% improvement in performance.
Second Speaker (WBGH & Harvard Graduate School of Education, 2012)
1.How did the students respond when asked how they felt about being corrected when they talked?
The students felt stupid, angry, and confused. Not one felt as if they were being helped.
2.Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch?
She drew upon what they already knew informal and formal clothes looked like and what occasions the were they were used. She then turned the focus to informal and formal language. When phrases like "What's up dawg?" were appropriate. The students used there "funds of knowledge" to say that it was not appropriate for the principal but it was okay with friends. The teacher then had the students create a comparative analysis chart to compare everyday slang to what they should use in a formal situation. The students assess the patterns in each the informal and formal situations.
3.What are some added benefits aside from raising test scores that stem from using contrastive analysis?
The students take it on themselves to see language patterns in all situations whether they are at the library, when guests speak, when the teacher speaks, when other students speak, how other cultures speak and most importantly when various languages patterns are appropriate without feeling bad for choosing informal or formal language.
On My Own
Explain how contrastive analysis for writing instruction is an example of each of these research-based strategies:
First of all, I'm really happy with the way the article "Researched-Based Strategies" changed the Scientific Method to Inquiry. As a science researcher I shudder when Scientific Method is used because it has been outdated since 1970 something and it doesn't exist as valid. Just an OCD that kind of turned me off in the previous video; sorry I know it is nit picky. First of all, inquiry is an example of contrast analysis because it presents a good question, formulated by the students, or hypothesis with a prediction. From there the student follows up his or her prediction by observations which then have to be analyzed and finally the results have to be communicated as in all other scientific processes. In the case of comparative analysis - the students are presented with whether or not a statement can be used in an informal or formal situation. Once they make a prediction, the student then has to write out the statement. The statement is written in two ways - what might be a formal way and what might be an informal version. The student then analyzes both statements thinking about whether the statements can be used at home or in a formal setting. While the analysis is taking place a communication with other students can serve to help make a decision. After all, the tenets of the nature of science states that science is a social event. Community responses and decisions are part of the Inquiry of Science ("Generating and testing," 2005).
Comparing and Contrasting helps the human mind see patterns. We are actually quite good at seeing a pattern when it is present. I think that is why comparison analysis works so well with children. Children look patterns even when they are subtle. In the case of comparing informal and formal language, students scaffold onto what they already know. Informal language is part of the student's "funds of knowledge" from this point they then see a pattern and can incorporate formal language onto what they have learned in the past ("Identifying similarities and," 2005)
Related Source
I found this triangle that display informal and formal languages and I found it very relevant to comparative analysis. For example: One side of a triangle may say "Hi John" to display an informal conversation while the other side of the triangle states the formal version, "Dear Sir or Madam". Another example I like gave an informal and formal version of "Telly" vs. "Television" (Collins, 2011)
Resources:
WBGH. (Producer), & Harvard Graduate School of Education, (Producer) (2012). Teaching standard english in urban classroom. Forum Network. [Video podcast]. Retrieved from http://forum-network.org/lecture/teaching-standard-english-urban-classrooms
Collins, J. (2011, June 6). Formal and informal language tarsia jigsaws. Retrieved from http://www.skillsworkshop.org/resources/formal-and-informal-language-tarsia-jigsaws
Generating and testing hypotheses. (2005). Retrieved from http://www.netc.org/focus/strategies/gene.php
Identifying similarities and differences. (2005). Retrieved from http://www.netc.org/focus/strategies/iden.php
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