Summary
Addressing vernacular home language in standard English instruction is explored in this chapter. Harvey (2008) begins by evaluating the differences between the vernacular language of African American students - Ebonics - and standard English. A correlation is presented between social class and the prevalence of irregular sounds in language use. From this, the conclusion is drawn that students’ extensive use of vernacular over standard English lowers their achievement in school and further in life. However, the author notes that teaching students first in the vernacular before introducing standard English is essential. Harvey (2008) details numerous studies that demonstrates stronger reading achievement across dialectic groups when vernacular…show more content… However, I think I constructed a better argument for my own thoughts related to this after reading the chapter. At my school, English and writing are taught as two distinctly separate subjects. Last year, as a part of the writing team, we taught writing in a very process format without any grammar instruction. This year, as part of the English team, I hear many of my colleagues remark about how “bad” the grammar of our students can be and how they believe English should be explicitly teaching grammar. My personal belief has always been that these two subjects should not be taught in isolation of each, but rather, should be one curriculum across two class periods with some co-teaching. Another inkling I have had is that our students first need instruction in developing their voice in writing over process. Last year, I felt all we instructed on was how to outline an essay and then fill in the pieces. The problem with this approach, as I further refined from reading this chapter, is that it does not further the child’s own language base and allow them to employ their critical thinking. This type of instruction is more rote learning. It does not directly flow from their original ideas on a topic nor allow them to structure their ideas once they have them - the reflective component of writing that is so
