Setting Students’ Words Free, Different Dialects the same Language: The Relationship between Standard Literacy and Individual Literacy Identity Literacy has always been a way of expressing one’s opinions yet, with an array of linguistic literacy it has wrongly fallen to school educators to decide what literacy practices are acceptable. Along with the United States government, state school boards decided Standard English was the only way in determining literacy capabilities across America. Though no each place the same, compromising of diverse dialects and speech styles, it’s inaccurate for every English class to teach the exact same curriculum across the country. School educators have done well teaching essential skills such as grammar and
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Currently, our educational system does little to nurture students’ creative abilities in writing, which is why it is necessary to endorse freedom in literacy practices during school. As stated by Vershawn Ashanti Young’s article “Should Writers Use They Own English,” educators should be teaching students “how language functions within and from various cultural perspectives… [i]nstead of prescribing how folks should write or speak” (Young 65). Students should be given the ability to practice their individual literacy practices, without teacher negative influence but, teacher guidance to ensure their unique cultural literacy identity rights. Teachers have always been a guiding force in every classroom across the country. On a daily basis, teachers educate …show more content…
Olson and Torrance 2009). We know that there are differences in cultural environments in how parents support children’s early learning (e.g. Rogoff 1990). Specifically there are well documented differences in practices related to early literacy in families of different backgrounds (Dickinson and Tabors 2001; Garton and Pratt 2009). For the early childhood educator, knowledge of each child’s background is essential in terms of ensuring that early school practices build on what children already know (see Olson and Torrance 2009). As expressed by Geneshi and Dyson (2009, 12), it is critically important that educators engage in ‘learning about the child as a person whose social sense and knowledge comes from a diversity of involvements as a friend, a family member, and a participant in community and popular cultures’. (Dunphy
Currently, our educational system does little to nurture students’ creative abilities in writing, which is why it is necessary to endorse freedom in literacy practices during school. As stated by Vershawn Ashanti Young’s article “Should Writers Use They Own English,” educators should be teaching students “how language functions within and from various cultural perspectives… [i]nstead of prescribing how folks should write or speak” (Young 65). Students should be given the ability to practice their individual literacy practices, without teacher negative influence but, teacher guidance to ensure their unique cultural literacy identity rights. Teachers have always been a guiding force in every classroom across the country. On a daily basis, teachers educate …show more content…
Olson and Torrance 2009). We know that there are differences in cultural environments in how parents support children’s early learning (e.g. Rogoff 1990). Specifically there are well documented differences in practices related to early literacy in families of different backgrounds (Dickinson and Tabors 2001; Garton and Pratt 2009). For the early childhood educator, knowledge of each child’s background is essential in terms of ensuring that early school practices build on what children already know (see Olson and Torrance 2009). As expressed by Geneshi and Dyson (2009, 12), it is critically important that educators engage in ‘learning about the child as a person whose social sense and knowledge comes from a diversity of involvements as a friend, a family member, and a participant in community and popular cultures’. (Dunphy