When I have to say that the most disaparaging experiences in discovering and learning literacy have occured in my later years (or atleast I remeber these!). I was assigned to read "The Scarlet Letter" in the eleventh grade. I iinitially deemed this text as an alright story. Yet, when the teacher and class discussed it in a group, it turned the experience sour. I attended a public high school,yet this particular teacher was very religious. She was of a Christian denomination, she let this be known and made no qualms about it. This teacher used the classroom as her pulpit, and verbally discouraged those who did not agre with her. This teacher also verbally condemned the main chracter Hester Prynne for adulterous acts. There was no discussion about the themes, the context, the environment, history, moral, or human nature brought to topic in the book.
Furthermore, a paper i wrote on this book was marked down because I discussed the danger of a "crowd mentality", blindness of a "moral" people, and the influence of religion.
This experience actually made me very self-concious from expressing my thoughts. It also made me confused about the process of critical reading and understanding a text. I was old enough to disagree with my teacher, but not comfortable enough to express it. The teacher made the process of reading or writing any works in her class very unnerving and disappointing. She made it clear in a very intimidating way that only one person could be right, and that would be her. The most disturbing part, to me, is that I still have a negative feeling when I hear about Hester Prynne, or the Salem Witch Trials. I loathe the books I read in that class, because of the overall experience.
Wednesday, April 29, 2009
Monday, April 27, 2009
High Five to Brutus
By Devon
When Brutus killed Julius Caesar I felt like he also killed Shakespeare. I do not like reading Shakespeare. How is a high school student supposed to appreciate that type of literature?
In the tenth grade I had to memorize a section from the play Julius Caesar and say it in front of the class. To me it was boring and torture. I was ready to find Shakespeare’s grave and curse him for writing all those plays and books. In the ninth grade the class read Romeo and Juliet. I remember telling my teacher, “The book would have been great if all the boring drama was left out and all the exciting fights and dying was the only thing to read about.”
Although my freshmen English teacher showed us the recent Romeo and Juliet movie, which was not the greatest, I appreciated that he tried to have us enjoy Shakespeare. My sophomore teacher did nothing to make the topic interesting. Maybe now since I am older I might enjoy it if I try reading it. But every time I hear the name Shakespeare I want to say, “Okay, next topic of discussion.” Hopefully the professors of the English 475 and 476 (Shakespeare) courses can make the subject more entertaining than my tenth grade English teacher.
Demographics and Literacy
By Devon
In John F. Szwed’s article The Ethnography of Literacy he wrote about how times change and so do people and their ideas of education. He also wrote about how literacy affects countries, the different ways individuals learn, how the education system’s role for students, and what is being considered as “literature” today. The first thing Szwed begins with is that everyone agrees that literacy is one part of an education that is needed to be successful. He also mentioned that third world countries push in learning literacy to become better developed and that because the United States’ level of individuals that are not literate is rising, that is why the poverty percentage is also rising.
What was also interesting was that now days less individuals are reading classic novels and are also writing less books and more people are reading things like tabloids, newspapers, captions on the television, and other things. These things often require the education of elementary age students. That is why people are becoming illiterate. Szwed also mentioned that the most common influence on people becoming literate besides the influence of schools were those of church and family life.
This then leads to some families blaming schools for not educating their children and schools blaming the parents for not helping the children learn. The author mentioned a case about black students being told that the words used in their poetry were misspelled and incorrect. The school did not take into account the language varieties the students may have. This also causes problems when the aspect of bilingual students comes into the picture. There are areas that are populated by bilingual students more than other areas, so this can also have an effect on literacy in schools.
While reading this I remembered learning about African American English (AAE) in my linguistic and anthropology classes; that people make the mistake by saying AAE is uneducated English. But I feel that some schools do not understand where some students come from (meaning lifestyle) and that many individuals cannot use the lack of support from school or family as an excuse to give up.
Wednesday, April 22, 2009
Chapter 9: Moll/Gonzales - Sean
In Chapter 9, “Lessons from Research with Language-Minority Children”, both Luis C. Moll and Norma Gonzales discuss the various ways in which bi or trilingual students and their classroom environments make use of the cultural diversity in their lives and lessons to better allow them to critically think about and analyze questions and situations presented to them.
This, in turn, leads to their theory of “Funds of Knowledge.” The theory explains that different cultures and families have a wealth of knowledge and experiences from which they can draw on information they’ve gathered through their lives, and pass it on to their children.
By sticking to the language that the children know best, and in utilizing the knowledge they may have attained from household learning as far as using it for instruction, teachers are able to actively allow students to critically think about different problems given to them during class. This lets students form their own ideas and connections on how to address new situations in their scholastic career at an early age.
In short, this is what both Luis C. Moll and Norma Gonzales are trying to get across in their article.
This, in turn, leads to their theory of “Funds of Knowledge.” The theory explains that different cultures and families have a wealth of knowledge and experiences from which they can draw on information they’ve gathered through their lives, and pass it on to their children.
By sticking to the language that the children know best, and in utilizing the knowledge they may have attained from household learning as far as using it for instruction, teachers are able to actively allow students to critically think about different problems given to them during class. This lets students form their own ideas and connections on how to address new situations in their scholastic career at an early age.
In short, this is what both Luis C. Moll and Norma Gonzales are trying to get across in their article.
Monday, April 20, 2009
Dyson: Media & Literacy
In Chapter 20, "Coach Bombay's Kids Learn to Write...", Anne Haas Dyson presents language as a powerful influence on a person's sense of self and their place in society. Dyson explains that child language learning happens on many levels, is pulled from many sources, and is a complex and dynamic process. Dyson discusses child language learning from social, cultural, and scientific perspectives as she stresses that language learning happens in combination of all three categories. She places emphasis on the integral role that cultural resources, social resources, and media resources play in child language learning.
In the beginning of the article Dyson purposefully states that she "has no intention of reinforcing" a traditional outlook on child language learning that teachers and children have very specific and rigid roles (326). Instead, Dyson supports that children are very imaginative, innovative, and inventive (326). She focuses on the theory that media largely influences children's language learning. Dyson presents the role of media (pop culture, movies, actors, sports)as important in the child's world. Therefore, contemporary media must also be accessible to teachers as well.
Dyson focused on child language learning in the school setting of classes aged kindergarten through fifth grade. She collected and documented writing samples from over 1,000 children and conducted site studies on a focal group of children at a school in the San Fransico Bay area. Especially important to Dyson is the "quality of contemporary childhood". She feels that media and the contemporary world around the child who is learning language, is especially important to both the child and their teacher. Dyson also believes that children learn language through practices and activities in their everyday lives (328). She uses the example of Marcel who is almost seven years old and writes about the Dallas Cowboys in his school journal.
Dyson looks at child language learning as a complex and dynamic process with many factors involved. She supports that children “make their own choices from available meanings and practices” many of which may not necessarily be academic, but still play important roles in language development (328).
In the beginning of the article Dyson purposefully states that she "has no intention of reinforcing" a traditional outlook on child language learning that teachers and children have very specific and rigid roles (326). Instead, Dyson supports that children are very imaginative, innovative, and inventive (326). She focuses on the theory that media largely influences children's language learning. Dyson presents the role of media (pop culture, movies, actors, sports)as important in the child's world. Therefore, contemporary media must also be accessible to teachers as well.
Dyson focused on child language learning in the school setting of classes aged kindergarten through fifth grade. She collected and documented writing samples from over 1,000 children and conducted site studies on a focal group of children at a school in the San Fransico Bay area. Especially important to Dyson is the "quality of contemporary childhood". She feels that media and the contemporary world around the child who is learning language, is especially important to both the child and their teacher. Dyson also believes that children learn language through practices and activities in their everyday lives (328). She uses the example of Marcel who is almost seven years old and writes about the Dallas Cowboys in his school journal.
Dyson looks at child language learning as a complex and dynamic process with many factors involved. She supports that children “make their own choices from available meanings and practices” many of which may not necessarily be academic, but still play important roles in language development (328).
Raptors, Dragons, and Literacy, Oh my! - Sean
When I was growing up, I don’t remember any books that really had a long lasting impact on me. In fact, when I was young, I was more interested in reading about space and nature. I was terribly curious about the world around me, and did everything I could to try and learn more about it. I suppose that, because of my love of dinosaurs, I was attracted to a book called “Raptor Red” by Robert T. Bakker.
“Raptor Red” follows the story of a young female “Utahraptor”, the largest species of raptor, as she goes about her life. She has a splotch of red on her snout, and thus identifies herself as “Me…raptor…red…” which ultimately gives her her name. The whole world is fascinating because you experience it through the eyes of the dinosaur herself. Everything has a smell, or is a new experience. I’m not sure if it had a vast impact on me as far as literacy, but it did teach me a thing or two about writing. The senses are used more than anything else in the story, and to this day I try to pack my writings full of them.
Another book I distinctly remember was “Dragon Weather” written by Laurence Watt-Evans. The story follows a young boy by the name of Arlian. I wouldn’t want to spoil the book for you, but I will say that it is fantasy, and it is a very good read. This book took me on a real adventure. I’ve always loved dragons, and I still do. They may be fanciful, but they’re still my favorite animals. I picked up the book based only on the title, but came away with many complex feelings about life. The book impacted me so much that in my own novel (a work in progress), I named the main character’s father after Arlian as a sort of tribute.
While these books haven’t had a large impact on me as far as literacy, they have had an impact on me when it comes to writing creatively. They tugged at my very active imagination, and enticed me to read deeper. In the end, without these two books, I may not have been the writer that I am today.
“Raptor Red” follows the story of a young female “Utahraptor”, the largest species of raptor, as she goes about her life. She has a splotch of red on her snout, and thus identifies herself as “Me…raptor…red…” which ultimately gives her her name. The whole world is fascinating because you experience it through the eyes of the dinosaur herself. Everything has a smell, or is a new experience. I’m not sure if it had a vast impact on me as far as literacy, but it did teach me a thing or two about writing. The senses are used more than anything else in the story, and to this day I try to pack my writings full of them.
Another book I distinctly remember was “Dragon Weather” written by Laurence Watt-Evans. The story follows a young boy by the name of Arlian. I wouldn’t want to spoil the book for you, but I will say that it is fantasy, and it is a very good read. This book took me on a real adventure. I’ve always loved dragons, and I still do. They may be fanciful, but they’re still my favorite animals. I picked up the book based only on the title, but came away with many complex feelings about life. The book impacted me so much that in my own novel (a work in progress), I named the main character’s father after Arlian as a sort of tribute.
While these books haven’t had a large impact on me as far as literacy, they have had an impact on me when it comes to writing creatively. They tugged at my very active imagination, and enticed me to read deeper. In the end, without these two books, I may not have been the writer that I am today.
Sunday, April 19, 2009
The Things They Teach
There are many books I have read that moved me, enthralled me, and made me tick,yet I have to pay tribute to "The Secret Garden" by Frances Hodgson Burnett. Burnett wrote two books that tickled my fancy as a young girl, "The Little Princess" and "The Secret Garden". I was given both as presents for birthday occasions from my parents. I remember both books were lenghty and had hard covers with glossy, beautiful sleeves covering them. This made them seem like an expensive and rare treasure to me, and I imagined thatmy father went to very far lengths and spared no expense in buying them. I felt like the richness of the books told me that I was special and important. I felt like I was a princess when I received them.
The central characters in both books are young females who are without fathers for some reason or another and have also lost their mothers to unfortunate circumstances. Both young girls are well-behaved, slightly timid, and are left to learn about the world on their own. Both girls are scared and lonely. Yet, they rely on their brains, their imagination, and their ultimate faith in mankind to overcome the evils of humanity and hopelessness. These books taught me that it is alright to be alone and scared. That perseverance and hope can create miracles. And that fantasy can become reality if you believe hard enough in it.
Books were held at great importance in my household. My mother loved reading and instilled an appreciation for all literature in my sisters and I. I often received gift certificates for books or music as gifts for the holidays. My mother knew I held a special affinity for reading. She took me to local bookstores for author readings and signings. She also searched high and low for the newest books by a favorite author of mine, Gary Paulsen.
I recently read "The Things They Carried" by Tim O'Brien, which is about a platoon of American Soldiers in and after the Vietnam War. I am very intrtigued by the subject of war, but it is usually difficult for me to deal with the subjects that accompany it. The images and emotions haunt me, and I often stop reading books in the middle of the story. "The Things They Carried" so moving that I could not put it down, cannot stop thinking about it, and cannot wait to read it again. The book tells the story of war from a human point-of-view. The title is indicitave of all the material items the individual soldiers carry, but also the emotional and mental burdens they carry. I feel it is our responsibilty to try and learn the human side of war, from anyt side. "The Things They Carried" helps to stimulate a small glimpse of understanding, compassion, gratitude, and honor for all veterans and all who sacrifice for their countries.
The central characters in both books are young females who are without fathers for some reason or another and have also lost their mothers to unfortunate circumstances. Both young girls are well-behaved, slightly timid, and are left to learn about the world on their own. Both girls are scared and lonely. Yet, they rely on their brains, their imagination, and their ultimate faith in mankind to overcome the evils of humanity and hopelessness. These books taught me that it is alright to be alone and scared. That perseverance and hope can create miracles. And that fantasy can become reality if you believe hard enough in it.
Books were held at great importance in my household. My mother loved reading and instilled an appreciation for all literature in my sisters and I. I often received gift certificates for books or music as gifts for the holidays. My mother knew I held a special affinity for reading. She took me to local bookstores for author readings and signings. She also searched high and low for the newest books by a favorite author of mine, Gary Paulsen.
I recently read "The Things They Carried" by Tim O'Brien, which is about a platoon of American Soldiers in and after the Vietnam War. I am very intrtigued by the subject of war, but it is usually difficult for me to deal with the subjects that accompany it. The images and emotions haunt me, and I often stop reading books in the middle of the story. "The Things They Carried" so moving that I could not put it down, cannot stop thinking about it, and cannot wait to read it again. The book tells the story of war from a human point-of-view. The title is indicitave of all the material items the individual soldiers carry, but also the emotional and mental burdens they carry. I feel it is our responsibilty to try and learn the human side of war, from anyt side. "The Things They Carried" helps to stimulate a small glimpse of understanding, compassion, gratitude, and honor for all veterans and all who sacrifice for their countries.
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