Enhancing the Development of Students’ Language(s)

Darling-Hammond, L. & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: John Wiley & Sons, Inc.

Summary

Chapter 4: Enhancing the Development of Students’ Language(s)

In Chapter 4, the authors urge the necessity for teachers to substantially comprehend the various modalities of the development of students’ languages. As the use of language may be dependent upon the environment (physical place or community of people), the authors assert that teachers must commit to supporting the general intellectual and specific competency levels for students at all levels. The following areas of consideration were presented:

• Language Before and into School: language acquired through environment/parentals; children discriminating use of language patterns for needs, children predispose to school-like language have already acquired school rules; children not speaking school language

• The Acquisition of More Than One Language: classrooms with students from a variety of language backgrounds; teachers recognizing lack of training for such populations of students; understanding of the nature can help teachers respond to students’ needs; oftentimes seen as disadvantaged; capable of completing communication tasks and heightened intellectual capacity

• Literacy Before and Into School: variations of oral/written literacy; students experience literacy events; emergent literacy; not one type of literacy; schools overvaluing a set literacy requires teachers to help create conditions necessary to foster development of practices

• Language and Literacy Practices Outside of School: envision alternative ways for students to access content and demonstrate competency; create conditions of to help students build on literacy skills

• Adding the Language Valued at School: access content for demonstration of learning; adding school-valued literacy to their repertoire; language demands of interaction to connect to academic content; students need opportunities of maximum exposure of hearing and practicing academic conversation rather than being isolated for treatment

• Working with English Language Learners: recognizing differences in background and preparation among ELLs; know weakness and strengths

The authors stress that teachers must remember that language is an act of identity; students can choose language for conformity or means of resistance. In response, teachers should help academic language become acquired through teaching reading strategies and grammar/discourse for writing. Additionally, the authors urge that teachers should become more cognizant of the harm they inflict on students if they do not consider the facets of language development, as presented throughout the chapter. In closing, the authors suggest the understanding of language should be paralleled to traditional coursework to help teachers’ preparedness for creating a supporting environment for language development. To cultivate teachers’ awareness, the authors propose an introductory linguistics course that focuses on examining the foundations, acquisition, applications, variations, and corresponding relationships of language and literacy. The authors believe this movement of responsiveness may entice the need for integrating language awareness into courses required in teacher preparation programs as a means of understanding how to implement and effective learning environment in any discipline of focus.

Reflection

Wow! I was able to identify with the information provided in this chapter on so many levels: as a teacher, student, and mentor/reference (at my school)! The connections that I have made contribute to the expanse of knowledge that I may provide to pre-service teachers.

As a teacher at a school that is predominantly comprised of African-American students, I continually experience the nuances of students using African American Vernacular English (AAVE). Oftentimes, students attempt to integrate the language within academic language; however, as Darling-Hammond & Bransford (2005) stated, teachers must not scold students for using any language that deviates from the language valued within school settings. As language is acquired from the students’ environments (socially and geographically), I, as their teacher must allow them to have several opportunities to “expand” their repertoire of language by providing repeated exposure of reading strategies, text that models necessary vocabulary, and practice of oral and written communication. For example, my students are encouraged to select at least one book from the school library that differs from any text they have previously read, by means of text structure and vocabulary. While it may not always be about a specific discipline, they have the chance to further enhance the development of their language. I overtly communicate that I do not see their languages as “bad”, but rather of many versions, which could be listed as one of the languages they can utilize for various purposes. I believe my practices are directly aligned with the sentiments of the authors in this chapter: encouragement not discouragement.

In relation to my academic career as a preservice teacher, I remember completing courses (reading/ESOL-infused) that required me to gain awareness of the foundations of language, as well as understanding how to understand and approach English language learners (ELLs), in the classroom, to help support and enhance their learning. As I was reading this chapter, my ESOL professor’s voice perseverated as she said, “LEPs are language-enriched pupils; they do not have limited proficiency. Those students should be seen as commodities within your classrooms. Their abilities are paramount! They should not be seen as deficient pupils. Don’t ever count them out. You will learn so much from them.” Soon enough, during my internship, I had a Vietnamese student, “Bill”, that newly arrived to the United States. To complete tasks or obtain needs, he frequently mimicked the language patterns that my collaborating teacher and I used that seemed to be viable responses. I had learned, from experience, the notion that the authors proposed: “Few human beings attain such perfection, but most English language learners if given the necessary opportunities to acquire English and to learn through English can develop strong academic skills in their second language.” Before my internship ended, Bill had learned to read and spell more than the required amount of words for students at the kindergarten level. On occasion, he would become so confident to even use role-play, as “the teacher”, when communicating with his peers.

I want to ensure that preservice and current teachers are enlightened to understand and apply their knowledge of enhancing the development of their students’ languages. As I am currently involved in a co-teach (with the same teacher for a second year), we share several ESOL students and work to provide the most enriching environment for language development. As I have informed my co-teacher of my prior experiences with ELLs and coursework that I completed towards my ESOL certification, she shares her extended experience with students that utilize AAVE. The conversations and practices we have developed about communication/interactions with students for modeling language, acceptance of their language, and commitment to provide continual opportunities for enhancement, have set the stage for me to inform other teachers and preservice teachers about how they could ensure a classroom environment of respect and rapport that reflects the encouragement for enhancing student language. I would want preservice teachers to recognize the reward of enhancing students' language development, rather than attempting to make the students conform to school language and dismiss their own. For instance, I have seen teachers make anchor charts of AAVE language and cross out words that they want them to eliminate from their vocabulary, ultimately. Students should be taught how to replace or substitute important vocabulary and language patterns to use in contexts that help complete necessary tasks in a range of academica and diverse communal environments, but never to extract their cultural backgrounds.

I look forward to becoming more responsive to the needs of all students. The authors have amplified my appreciation for students’ languages and my role to help facilitate their development. Now, I have a new wondering: how can I encourage the use of my fellow colleagues to see students’ languages as opportunities for enhancement, rather than a debilitation for learning? I do not want to view it as a cumbersome process, but rather a chance for communal development, with growing pains. As it was discussed in class, “you know when you’re going in the right direction or making changes when gripping, or acts of resistance occurs; these are signs of growth.” I look forward to embracing the change!