CODE-SWITCHING LESSONS - PowerPoint Presentation

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CODE-SWITCHING LESSONS - PPT Presentation

Grammar Strategies for Linguistically Diverse Writers Catholic Educators Convention Milwaukee 2016 Rebecca Wheeler PhD Forecast 1 Needs Analysis amp Research Foundations 2 Codeswitching Approach ID: 602796

wheeler amp 2016 swords amp wheeler swords 2016 switching code students pattern grammar unit school english showing student language

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Slide1

CODE-SWITCHING LESSONSGrammar Strategies for Linguistically Diverse WritersCatholic Educators’ ConventionMilwaukee, 2016Rebecca Wheeler, PhD.Slide2

Forecast:1: Needs Analysis & Research Foundations2: Code-switching Approach3: Unit 1 - Diversity in Life & Language4: Unit 2 & 3 Showing Possession, Showing Plurality5: Unit 4 – Showing Past Time6: Getting Started in your Classroom 7: Wrap Up

– CS Works!Slide3

Part One: Needs Analysis and Research FoundationsSlide4

Activity: Student Writing SampleWhat grammar issues do you see?Are these familiar?

Distinguish

Grammar

Mechanics

Spelling

Punctuation

Capitalization

Activity: Student Writing Sample

Plural?

The

? Possessive?

S-V agreement

Possessive

Plural

S-V agreement

Plural

What grammar issues do you see?What do you assume?

Activity: Student Writing Sample

Everyday English in NCLB writing (8

grade)

Activity: Student Writing Sample

Everyday English in NCLB writing (8

grade)

Multiple Negative

understood

Plurality

Multiple negative

Possessive

vs.

There

Possessive

What conventional wisdom looks like: the deficit view of dialects© Wheeler & Swords, 2016Slide9

“

The fire is warm like a mitten.

”

But look how much

the conventional approach misses!

“

The wood make a crackling sound like cereal.

”

“

There

’

s a smoky smell like a campfire.

”

“

It cool like the evening breezes.

”

…Misses the student as writer!© Wheeler & Swords, 2016Slide10

Indeed… correction does not workWhile “various strategies can be useful for learning Standard English equivalents… …[o]ne that does not work is correcting

vernacular features.

”

Adger, Wolfram & Christian, 2006

Dialects in Schools and Communities

The familiar fate of correction…© Wheeler & Swords, 2016Slide12

Lay down the red pen!Instead of correction…Contrastive Analysis & Code-Switching Best Practices forStandard English Learners (SEL)Speakers of Standard English as a Second Dialect (SESD)© Wheeler & Swords, 2016Slide13

Core Linguistic Insights: We All Speak A DialectDialects are a variety of the language associated with a regionally or socially defined group All dialects are linguistically equal, even if they are socially unequalStandard Academic English (SAE) is a dialect, the prestige dialectAll language is structured: Differences from SAE are not random but governed by systematic rules

Difference

≠

deficiency

One linguistic insight…

When students write or say…

“

Mama walk to the store

”

“

I want to play on Derrick team,

”

etc.

Instead, they are CORRECTLY following

grammar patterns of the community language

variety (home dialect)

They are

notmaking mistakes inside Standard English© Wheeler & Swords, 2016Slide15

Build

on student’

s existing knowledge of their own

community grammar patterns

add

new knowledge of

Standard English

“

My goldfish name is

Scaley

”

“

My goldfish’s name is

Scaley”

That one linguistic insight…transforms classroom practiceSo students are empowered to make grammatical choices© Wheeler & Swords, 2016Slide16

Assessment: Teacher sees grammar error

Teacher Response:

Correct

“

Error

”

Student Response:

Ignore correction

Why?

Misdiagnosis of vernacular student grammar

After

Before

Assessment:

Teacher sees vernacular features

Teacher Response: compare /contrast Standard and vernacularStudent Response: Code-SwitchWhy? Teacher building on familiar grammar patterns

Moving From “Error” to Pattern

Conventional Wisdom

Linguistically informed approach

Think in terms of improper/bad English

Students use home English

Talking about right and wrong

Talk about patterns and how language varies by setting

Thinking that students

make mistakes, errors

have

‘

problems

’

with grammar

leave off endings

See that students

follow grammar patterns

of the home dialect

Students

‘

should have

’

used the

‘

right

’

grammar

Invite students to code-switch (choose language to fit the setting)

Teachers red pen in the margin, correcting student grammar

Lead students to

compare & contrast,

build on existing knowledge to

add new knowledge, and

code-switch to fit the setting.

De-briefWhat do you notice?… What do you wonder?Please chat with your neighbors? Slide19

Part Two: Code-Switching Approach and ModelSlide20

What Is Code-Switching?Choosing the (language) style to fit the setting (time, place, audience, communicative purpose)Linguistic versatility

Why Teach Code-Switching?Code-switching develops kids’ awareness of and attention to language differences and choices.Research shows

code-switching works where correction doesn’t.

The Code-Switching Lessons Story

Linguistically

informed

approach

Contrastive Analysis

Code-Switching

“Both/And” mindset

Technique from Second Language AcquisitionApplied toSecond Dialect Acquisition

Contrastive

Analysis:

Introduction

Code-switching works!Elementary school results (Fogel & Ehri, 2000; Wheeler & Swords, p. 252)

Under experimental conditions, 3rd graders taught with the traditional approach showed only

a slight improvement or actually lost ground in their Standard English performance.

Students

taught with contrastive analysis showed a marked increase in their command of Standard English grammar.

Code-switching works!Middle school results (Wheeler & Swords, p. 252)

A 2007-2008 study funded by the State Council of Higher Education

of Virginia (SCHEV), demonstrated that students in code-switching classrooms increased their Standard English

usage by 32.19% from fall to spring.

In contrast,

students from traditional Englishclassrooms increasedtheir Standard Englishperformance by only 9.9%.© Wheeler & Swords, 2016Slide27

Code-switching works!College level results (Taylor, 1991; Wheeler & Swords, p. 253)Students taught with traditional methods actually used 8.5% more vernacular features in their

formal writing.

Students using contrastive analysis showed remarkable success. These students used 59.3%

fewer African American vernacular features

in their formal writing.

Contrastive Analysis brings substantial improvement in vernacular speaking students’

command of Standardliteracy skills (Taylor, 1991).

Code-switching works!Rachel’s classroom (Wheeler & Swords, p. 253)Before Rachel Swords began working with code-switchingin her urban elementary school, her Black and White studentsshowed a 30 point gap in scores and a greater than 50-point achievement gap in passing the NCLB test.

The very year she

implemented code-switching

(2002), she

closed the achievement gap

in her classroom, and in 2006, her last testing year,

Part Three: Unit 1 – Diversity in Life and LanguageSlide30

Remember:It’s not about right vs. wrong. It’s about fitting style to setting.

Setting up code-switching: We ALL vary our language to fit the setting

Greetings

Informal Formal

Activity: brainstorm with partner

Hey y’all!

Good afternoon!

Setting up code-switching: We ALL vary our style to fit the setting

And so, we’ve built bridges to teaching grammar

…

Part Four:Modeling Unit 2 –Showing PossessionSlide36

Code-Switching Chart FeaturesDrawn from authentic student work

Code-Switching Chart FeaturesDrawn from authentic student workFor noun patterns: 4-6 sentencesOnly 1 vernacular pattern per sentence Correct any errors in mechanics (spelling, capitalization, spelling)Shorten examples so each fits on

one line

Provide Standard English equivalent in right hand column

Underline contrasting pattern

Note: Code-switching charts are provided for each pattern.

Discovering the Home PatternShow students the chartRead the sentences under the home columnHelp students discover the home pattern for showing possession © Wheeler & Swords, 2016Slide39

Discovering the Home PatternShow students the chartRead the sentences under the home columnHelp students discover the home pattern for showing possession © Wheeler & Swords, 2016Slide40

Discovering the School PatternRead the sentences the under school columnLead students in discovering the school pattern. Ask “how does the school pattern differ?”© Wheeler & Swords, 2016Slide41

Discovering the School PatternRead the sentences the under school columnLead students in discovering the school pattern. Ask “how does the school pattern differ?”© Wheeler & Swords, 2016Slide42

A quick peek:Unit 3 –Showing PluralitySlide43

Unit 3: Showing PluralityQUESTIONS: What similarities do you see between the plural and possessive charts? Differences?Wheeler & Swords?Slide44

Part Five:Exploring Unit 4 –Past Time PatternsSlide45

Unit 4: Showing Past TimeA glance at a more complex patternWhat do we just assume is the past time pattern?

Unit 4: Showing Past TimeBut: -ed ending is not the real storyThese do not go on the Past Time chart © Wheeler & Swords, 2016Slide47

Unit 4: Showing Past TimeWhy?They signal a different meaning (not simple past time)(Present/past perfect, passive, predicate adjective, etc.)

Unit 4: Showing Past TimeTip: Only examples with 1 main (regular) verbPresent: Rebecca walks BogeyPast: Rebecca walked Bogey(No irregular verbs)(No helping verbs)

Part Six:Getting Started in Your ClassroomSlide50

Implementation GuidelinesAimed at grades 2–6Begin Code-Switching Lessons approximately 4 weeks into the school yearAllot 1–2 weeks per unit, teaching 2 lesson per weekTiming:Lesson 1 = 30–40 minutesLessons 2–4 = 15–20 minutesCode-Switching Lessons easily integrates with other classroom activities and curriculum

Scope and SequenceUnit 1: Diversity in life and language

Scope and sequence? Noun patterns firstUnit 2: Showing Possession Always start with possession!Simple patternGives students practice with CS chartsGives students practice with discovering patternsUnit 3: Showing PluralityThen on to verbsPast timeSubject-Verb AgreementIs/are; was/were, beEach unit has 4 lessons, integrated into the writing process

Grading?From correction to contrastCode-switching as part of integrated writingGrade only what you have taughtTools for the classroomThe Cycle of InstructionCode-Switching Needs AssessmentC/S Grading RubricRemember:pattern vs. error© Wheeler & Swords, 2016Slide54

Working the CS Cycle of Instruction:

Read student essays

Make notations on

Needs Assessment

to show student use of informal grammar pattern(s)

Type examples of sentences with selected grammar pattern from student essays

Provide explicit instruction on grammar pattern. Follow with independent practice in writing and editing during the writing process

Create anchor charts to illustrate contrastive informal/formal grammar pattern

Grade:

Add pattern(s) to the grading rubric

Assessing need

Building teaching tools