Oral language in the classroom

 As future educators, we will encounter students with diverse backgrounds and languages. We should support and empower our students' voices. This week's reading by Marcia Farr, was insightful and put into perspective how the literacies and enthnolinguistic diversity in Chicago shapes identities. The relationship between language and culture encompasses ethnic/racial, gender, class, and other identities. Farr argues that individuals create identities around the verbal styles that characterize them. Thus, it is an integral part of one's life. Chicago is a prime example of a multicultural and multilingual city. Our students' languages are an inherent part of their identity. We should acknowledge the importance of their language and encourage and teach them academic language. However, oral language in our classrooms can both hinder and support learning in our classrooms.

How can oral language hinder our students? As a former ESL (English as a Second Language) student, (I say former because nowadays I mostly speak,write, and read in English than Spanish, even though I try to keep a balance.) I struggled with literacy, especially reading. I came into kindergarten speaking only one phrase, "I need to go pee pee!" I took ESL classes until 5th grade, when I started learning a third language, Italian. I flourished in my Italian class because of its resemblance to Spanish. I owe much of my success in English to my teachers and parents. I had very supportive and thoughtful teachers who encouraged me and provided extra help with reading or with vocabulary. English language learners (ELLs), for example, may need more help with vocabulary and grammar. As teachers, we may need to modify texts for those students or have students work in groups. Discussions are effective because students can take part in rich and structured conversations. Also. hearing and listening to their peers will help them learn English. In my elementary school, I never spoke Spanish but I think it helped me learn English faster because no else was speaking Spanish. 

Code-switching

 I often refer to my language as Spanglish. I do this a lot especially when speaking with my parents or older family members. But what exactly is code-switching? Well, the Merriam-Webster dictionary defines it as: "the switching from the linguistic system of one language or dialect to that of another." Here's a *funny* example:

 This article lists interesting explanations as to why we code-switch. I know I definitely code-switch when in a classroom. The jargon I use when speaking with a professor, is very different from the one I would use to speak with a friend. Our students will come from different backgrounds so it is imperative that we teach them and guide them to use academic language in our classrooms. However we should be careful not to label their home language as wrong, but rather have them recognize the difference between home and school speech. 

Anchor Standards (Common Core)

"To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains."

These standards are helpful when preparing students for college and careers. 

How do you think code-switching can affect our students' literacy? 
How will you empower students' voices?