Lakia M. Scott
University of North Carolina at Charlotte
Advancing Literacy: Literacy & Learning for All
April 18, 2013
#teachersavvy
» This presentation will discuss:
˃ Code-switching as an intervention in addressing
the academic reading and writing needs of urban
African American learners
˃ Historical text of language constructs to measure
urban African American student achievement
˃ The need for code-switching strategies to become
a routine practice in urban classrooms
˃ This presentation addresses the need to integrate
technology practices
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» Let’s see what you ALREADY KNOW
» Activity One: PQ LOL
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» Dialect Shifting
˃ Addition of syllables, and/or pronunciations in oral/written contexts
(Champion et al., 2010)
» Code-Switching
˃ Interplay between multiple languages (Clyne, 1987; Genesse,
1989)
» Activity Two: SLM
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» Language Discourse
˃ Standard American English (SAE) (Champion et
al., 2002; Connor & Craig, 2006; Conner et al,
2003)
˃ African American Vernacular English (AAVE) (Craig,
Thompson, Washington, & Potter, 2003; Oetting &
McDonald, 2001; Rickford & Rickford, 2000)
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» National statistics regarding African American
literacy achievement
» Comparison within ethnic groups  problematic
(Hopkins, 2008)
» Policy, teacher preparation programs, other
factors that attribute to student performance
(Champion, Rosa-Lugo, Rivers, & McCabe, 2010;
Kornhaber, 2004; Utley, 2002)
» Teaching the 21st century urban learner (Dalton &
Grisham, 2001; Jetnikoff, 2009; Moore-Hart,
2004)
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232
188
236
195
242
191
247
196
249
187
245
188
244
189
240
198
245
191
246
202
255
210
1975
1980
1984
1988
1990
1992
1994
1996
1999
2004
2008
0
50
100
150
200
250
Age 13
Age 9
300
Source: U.S. Department of Education, Institute of Education Sciences, National
Center for Education Statistics, National Assessment of Educational Progress
(NAEP), 1971, 1975, 1980, 1984, 1988, 1990, 1992, 1994, 1996, 1999, 2004
and 2008 Long-Term Trend Reading Assessments.
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1975
1980
174
183
1984
181
181
1988
1990
177
1992
1994
181
182
1996
185
180
1999
2004
192
2008
198
0
50
100
150
200
Age 13
218
Age 9
229
230
238
233
230
224
228
229
233
239
250
300
Source: U.S. Department of Education, Institute of Education Sciences, National
Center for Education Statistics, National Assessment of Educational Progress
(NAEP), 1971, 1975, 1980, 1984, 1988, 1990, 1992, 1994, 1996, 1999, 2004
and 2008 Long-Term Trend Reading Assessments.
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 Gramsci’s analysis (Lemert, 2010)
 Cultural hegemony
 Ideological domination
 ‘Acting White’ = doing well
 ‘Acting Black’ = failing well
» Changing Perceptions
» Reference Texts
˃
˃
˃
˃
GLB: Dreamkeepers
H: Star Teachers
K: Master Teachers
K: Global Teachers
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» Technology & Literacy in RESEARCH & ACTION:
˃ Twitter  time to get to work
˃ #hashtags and @sending messages
˃ Activity Three: I Read – You TWEET
Moore-Hart (2004/2005) discussed how to shape curriculum to represent classroom
diversity for early grade level students by using electronic contexts to promote reading
and writing literacy. Modeling to students how to use technology to find related
information helped to reinforce their cultural identities and also allowed the students
to work in small groups to learn about other cultures. The study discussed how the
wide variety of information available via the internet helped to increase the reading
skills of students and the associated classroom activities assisted in developing
writing skills. Students documented their findings and summaries in learning logs and
visual maps using images found online. Implications from this research were: (1)
hypermedia and multimedia should be a common practice for young learners; (2) this
practice will further develop a diverse learning setting with a wide range of resources;
and (3) teachers must follow a process approach to learning by providing meaningful
contexts that emerge from the students’ cultural and personal experiences (MooreHart, 2004/2005).
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» Technology & Literacy in RESEARCH & ACTION:
» Jetnikoff (2009) encouraged the emersion between literacy and
technology, but also addressed the anxieties that some educators
may face when considering this approach. As a younger generation
may be more versed at navigated through the world wide web and in
the usage of recent social media sites, instructors must not be
‘technophobic’ about embracing these strategies in the classroom.
Instead, Jetnikoff (2009) suggests that instructors become digital
travelers by exploring podcasts, blogs, vodcasts, and digital stories
with their students. The reluctance to teach new technologies is
lessened when digital natives (students who are highly advanced with
these applications) are also seen as mediators during instruction.
Furthermore, the integration of digital storytelling and social networks
help to create literary responses to readings on the students’ terms.
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» Technology & Literacy in RESEARCH & ACTION:
Tarasiuk (2010) increased literacy instruction by using technology as the medium
between the teacher and students. In middle school English courses (grades
sixth through eighth), she found that students had lost interest in traditional
instructional practices of reading a text and then writing reports and/or forming
collaborative study groups. After surveying students about their interests in
reading and also observing the students in a computer lab setting, Tarasiuk
(2010) realized that students were more engaged and attentive to social media
sites and also participated in language constructs when emailing, instant
messaging, and participating in reading blogs. She also noticed that students
had increased their levels of reading by looking at news stories, fashion and
celebrity blogs, sports sites, and even online novels. Using Wikis and digital book
talks, her students began to increase their participate in reading and writing
projects and were more apt to continuing the conversation outside of classroom
time. From this instructional transition, Tarasiuk (2010) evidences that she did
more facilitation of learning and allowed students to become more
comprehensive in understanding the texts. Also noted, students became peerteachers to others who weren’t as advanced to the various technology methods
used in the classes. Overall, the integration of technology allowed students to
become more involved in reading, writing, and communicating using multiple
digital tools and resources.
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» Immediate integration of code-switching practices as
part of professional development for urban school
educators
» Use discussion boards, chat rooms, blogging, and
digital study boards to encourage student reading and
writing.
» Encourage multimedia searches and usage to help
express student views
» Be creative with assignments via podcasts, vlogs, and
presentation tools
» Encourage e-learning devices as part of instruction
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» Re-evaluate forms of assessment for culturally diverse
school populations
» Encourage professional development centered
around appropriating language structures in the
classroom
» Mandate that teachers become more accountable for
their cultural climates in the classroom
» Discuss and take action on hidden curriculums that
exist in the schools/districts.
» Attain funding for e-learning devices
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» Consider curriculum reform specific to the
demographic needs of school populations; not
generalizable to the district
» Revisit policies centered around standardized
assessments; no two children are the same
» Mandate professional development opportunities for
districts to become more culturally responsive;
linguistic needs of students
» Research the value in e-learning devices and overall
technological accessibility for urban school
populations
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» Integration  impact on urban learners and
literacy ratings
» Increased motivation in academia
» Affirmation of cultural/generational identities
through technology
» Redirecting the focus away from deficit model
interpretations, but centered on engagement
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