alternate dialect.
Back to the point of students shouldn't abandoned their home dialects
14 Matching Annotations
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www.jstor.org www.jstor.org
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Each teacher collectson tape an oral language sample of about 45 min-utes to one hour in length of a student whose lan-guage is difficult to understand. The teacher thenlistens to the tape and writes or types what hehears. Useful guidelines for eliciting such languagesamples can be found in Field Techniques in anUrban Language Study.4
Good evidence and Technique to bring up
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Few teachers have had the type of training intheir teacher-education programs that Dr. Shuydescribes
Good point to bring up in paper since main focus is on how teachers should go about teaching SAE.
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As a result, standard Englishshould be taught as an alternate dialect, not as areplacement dialect.
Good quote/ point
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To demand that either teacher orchild replace his native dialect with one or theother is an impossible demand as long as eithermust live and function in his own culture
Goes along with Young and Bohney's articles. Students shouldn't be expected to replace their home dialect.
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Since it is believed that the language of a people isalways adequate to serve the cognitive needs oftheir culture, one cannot say that any dialect (stan-dard or nonstandard) is superior to the other forpurposes of communicating in the culture.
Similar to other annotation.
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No one can say thatthe vocabulary, usage, or pronunciation of the ed-ucated in one region is any better than that in an-other region.
Good quote. Could be used in the beginning of the paper.
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. Indeed, theirStandard English performance gotworse-these students used 8.5 per-cent more African American featuresin their formal writing. The classusing contrastive analysis showed re-markable success. These studentsused 59.3 percent fewer AfricanAmerican vernacular features in for-mal writin
Good for evidence.
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Since students are not making mis-takes, there is nothing to correct.Instead, we will draw on contrastiveanalysis to help students learn Stan-dard English
Acknowledging that students are not making mistakes and using different rules is something to bring up. Most likely when talking about Vershawn Ashanit Young and his article.
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contrastive analysis-helpsstudents become consciously andrigorously aware of the grammati-cal differences between homespeech and school sp
Good thing to talk about in paper, could bring this up when talking about ways to help students master SAE and still use their home dialects.
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and grammar) will transfer into howthey talk and write in a second lan-guag
Good example/ finding to bring up in the paper.
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. Instead, they are followingthe patterns of a different languagevariety-"informal English," Afri-can American English or, moregenerally, the Everyday English ofthe communi
Draw a compare and contrast image between the two teachers, use this to show what teacher 2 is using to understand her students.
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. Yet, in the eyes of the school,he, Rajid, is "lazy" and "broken"and has to turn his back on hishome
Similar to last annotation
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And he does not seeanybody-not teachers, not theschoolbooks, and not the tests-recognize and honor the power ofhis people's langu
In paper could mention this as an example of new strategies that could help students feel more seen.
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