Grammar Strategies for Linguistically Diverse Writers
The book Code-Switching Lessons is a very helpful resource to use when teaching writing to
linguistically diverse learners. This resource is very helpful to teach children the difference between
formal and informal writing and when to use proper language. It gives very helpful suggestions for
teaching what formal and informal language is. It talks about what informal and formal phrases sound
like when speaking and writing. This resource gives helpful suggestions to teachers showing them how
to allow the students to identify where they may be when using formal or informal language in their
own life. Next, it suggests ways for teachers to show kids how to find formal and informal language in
literature. To teach code-switching as a continuum it suggests that the school should pick a color when
writing on an anchor chart for example: write in red when writing informally and blue when writing
formally.
The Code Switching Lessons book begins by discussing common daily experiences of these
diverse learners . Suggestions are made to have conversations with the students about where they are
when they dress and speak informally and formally. This gives the students the understanding and
background knowledge of formal and informal language. The book then goes into code switching
lessons that address the top eight patterns found when these diverse learners are writing. Some
examples are showing possession, plural patterns, and subject-verb agreement. The first lesson of each
of these units leads students to address the particular formal or informal English grammar pattern. The
following units develop the student’s mastery in identifying, defining, classifying and practicing these
grammar patterns. Editing plays an important part in the mastery of the grammar skill. While editing,
the students take ownership in understanding the language used in their writing and they begin to think
about the audience and language they should use for each particular piece of writing. The final unit
justifies the importance of creating voice in literature and student’s own narrative writing. Students
need to hear the differences in formal and informal language in literature to enable them to understand
when and where it is appropriate to use this language and why. Students begin thinking about the
audience when they are writing and think about which language is appropriate for that audience.
The common core standards for writing, reading, speaking, and listening have risen for each
grade level and therefore student’s expectations are higher. They are expected to write for an intended
purpose and audience and be able to differentiate between different audiences. This resource gives
good tips for scaffolding and supporting children as they are writing for a purpose and teaches how to
give them guidance when writing.
Wheeler, Rebecca S., and Rachel Swords. Code-switching Lessons: Grammar Strategies for
Linguistically Diverse Writers : Grades 3-6. Portsmouth, NH: Firsthand Heinemann, 2010.