Double Entry Journal #10

Chapter 3: Language and Identity At Home 1. What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language? Talking to a child and asking them questions as they are watching tv. Allowing children to pretend to read a book. Having children write freely when they ask to. Allowing children to play with video games that will increase the reading skills. "Social practices" within the home in general. Connect thinking to forms of language. Talking with your children in the car or around the dinner table. 2. What are the features of Leona's specialized form of language? Story telling Vernacular language She uses stanzas to break up her lines Free verse The story was structured and had a certain pattern Use of punctuation Close echo with many words 3. Why is Leona's specialized form of language not accepted in school? This may not be accepted in school because it would be considered meaning less even though it means something to her and her culture. Also they may say that she uses inproper english when she writes.  4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998). First Snow et al. says that poor readers are concentrated " in a certain ethnic groups and in poor, urban neighborhoods and rural towns."  Then he syas that black students inproved in reading although the white-black gap remained the same. 5. What other factors besides early skills training will make or break good readers? Belonging to a certain social class How much exposure they have had to a variety of academic languages 6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school? Because their home language is unused, ignored, or denigrated in schools.