Code-SwitchingInsights and strategies for assessing and teaching reading in minority classrooms

Rachel Swordsrachel.swords@nn.k12.va.usInterventionistNational Board Certified TeacherNewport News Public Schools

A path ofTeacher

& Student

Transformation

© Wheeler 2008

A Typical Running Record

© Wheeler 2008

When students read…“the pines was about to hold council” or

“they built a fire to warm theirselves,” etc.

When students read…“the pines was about to hold council” or

“they built a fire to warm theirselves,” etc.

Instead, they are CORRECTLY following grammar patterns of the community language

variety

Instead, they are CORRECTLY following grammar patterns of the community language

variety

They are notMaking mistakes inside Standard English

They are notMaking mistakes inside Standard English

One linguistic insight…

That one linguistic insight… transforms classroom practice

Build on students existing knowledge of their own community grammar patterns

Add new knowledge of Standard English

Empower students to make grammatical choices

For reading assessments, this means…

• Remember the purpose of the assessment

• Recognize existing knowledge• Understand the grammar patterns of

the students

Home Speech Patterns

The student accuracy score is 84% when home speech patterns are

penalized.

The student accuracy score is 90% when home speech patterns are NOT

penalized.

© Wheeler 2008

Assessment: Teacher sees grammar error

Teacher Response:

Correct “Error”

Student Response: Ignore correction

Why? Misdiagnosis of

vernacular student grammar

Assessment: Teacher sees

vernacular features

Teacher Response: compare /contrast

Standard and vernacular

Student Response: Code-Switch

Why? Teacher building on

familiar grammar patterns

What does this look like in the classroom?

• View student dialect as an asset• Use home speech as a springboard for

teaching Standard English• Introduce literature that is rich in a

variety of dialects• Encourage discussions pertaining to

dialect

Exploring character and setting in literature

Code-Switching 12

Flossie in the reading group:

Students listen for language keys to character

© Wheeler 2008

Students locate examples of informal language in literature

© Wheeler 2008

SUBJECT-VERB AGREEMENT

Informal Formal I run quickly You sing well He respect_ me Respect smell_ like … It just feel_good We paint in art

I run quickly You sing well He respects me Respect smells like… It just feels good We paint in art

The informal pattern is

Subject + bare verb

The formal pattern is

He/she/it + –s

Otherwise, subject (I/you/we/they) + bare verb

Code-switching charts

Code-Switching 15

David and Spy Mouse

© Wheeler 2008

Uses Informal English to create voice, character

Code switching students command language choices

Code-Switching 16

David’s author’s note in full Standard English

© Wheeler 2008

Code switching students command language choices

Thank you!

Rachel SwordsRachel.swords@nn.k12.va.us