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The Second Dialect Approach and the articles by Zwiers & Wheeler and Swords all promote a method teachers should use in their classrooms. The Second Language Approach and Swords talk about “code switching”, a tool students can use to switch from one dialect to another depending on the situation. Swords believes that code-switching is a tool of language that can transform literacy instruction. Zwiers & Wheeler mention a similar method called a “register.” They mention that people use a variety of registers in a variety of settings such as home, school, parties, work, meetings, etc. Depending on the setting, each person has a register or a way of speaking for that setting. Helping students learn how to code-switch or register will allow them to speak in a way that fits their current setting.

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1) The benefits of the Traditional Approach would be that this is an approach that "seeks to secure a mastery of finite grammatical rules and 'correct' usage" (pg 75). This means that from this approach you are looking to make sure that students can speak and write standard english by using an instruction that comes from the 19th century. The use of workbooks and textbooks would be available in this classroom if you used this approach with your students. Students would be learning basic literacy skills through drills.

2) The philosophy behind this approach would be "the assumption that students must be immersed in Standard English to avoid dialect interference or to compensate the lack of standard english at home" (pg 75). Meaning that Standard English would be used heavily in the classroom for students to better pick up on the language. It also says that when students learn how to pick up on this they will "be successful" (pg 75). The philosophy is saying that when students can pick this up, they will be better off.

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Research behind the dialect awareness approach shows that it improves students' language attitudes as they come to notice differences in language dialects earlier (pg 93). Studies establishing a link between AAE dialect and SWE learners have yet to be done, leaving researcher's with little to no evidence on the effect that this approach has long-term. Research completed by Edward White and Leon Thomas have concluded that standardized tests made by the College Board are biased against speakers of other dialects, showing a preference towards SWE (pg 94). Despite the lack of longitudinal studies analyzing the long-term effects of the dialect awareness approach, the approach enables everyone to learn about different dialects.

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The main difference between the traditional approach and the second dialect approach is the level of Standard English used in the classroom. The traditional approach relies on using Standard English in the classroom as the sole tool for teaching the students to improve their academic language. In Second Dialect approach however, it focuses more on how to use language in different situations, known as 'code switching'. It helps students know when its appropriate to use their own AAE dialect (social situations) or academic language (school and professional settings).

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The English as a Second Dialect approach or otherwise known as ESD has researchers reflecting on the pros and cons of this approach at teaching AAE students in the classroom. All Pages are found in Redd& Webb.

o   Reed and her colleagues describe ESD to be one that “Utilizes the speech patterns of the student in attempt to help them gain facility in Standard English” (Pg.83, First paragraph).

o   The ESD approach is seen to avoid interference in AAE speakers if teachers heighten student’s metalinguistic awareness of AAE from SWE. Making students aware of these differences will strengthen their learning in similarity to ESL teachers highlighting differences between languages (Pg.83,Second paragraph).

o   Opponents of the ESD approach however point out that code switching used in the ESD program is “thus the 'rhetoric of difference’ is still a rhetoric deficiency” (Pg.86, First paragraph)

o   McWhorter feels that this approach makes Standard English seem foreign to AAE speakers. This feeling will then “Hinder the learning of standard English because ‘a person is truly fluent in a language or dialect when feeling it as a part of themselves, as an expression of their soul’”(Pg.88, Second paragraph)
Hope this helps!!!

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The Second Dialect Approach promotes code switching based on the situation the students are in. The Dialect Awareness Approach wants to get rid of negative feelings towards language as they feel it impacts the development of literacy. Before teaching SWE, they want to ensure that the speakers of AAE feel good about the way they speak. If they feel that speaking that way stems from being unintelligent they will not want to learn SWE because they do not feel they will be able to do it. The dialect awareness approach aims to develop positive attitudes towards all varieties of language.

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The research by McWhorter shows that the students who did their prewriting and planning in AAE then rewrote their papers did better then those who only wrote in SWE (pg. 106). This was also supported by a study done where the students who had practiced with the Bridge approach outperformed the students who had not used the bridge approach for the past four months.

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The basic philosophy is an aim to realize the goals of pluralists, for it seeks to stamp out linguistic prejudices in society as a whole. (Pg.89)
The benefits of this approach are that it is an important factor in the students' learning. The students are tasked with seeing where it would be appropriate with an a-prefix and the ing-suffix this was following the AAE rule this task is to show the students the benefit of learning both dialects.

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17. The instruction involves helping the students understand the difference between a non-standard dialect and Standard English.  The assessment part is looking at the paper and pointing out the grammar mistakes, but if they relate to the non-standard dialect, do not count them as an error, but a miscue.

18.  The teacher refused to give standardized tests with multiple choice because he felt that it was targeted for standardized English speakers.  Instead, he would give written assessments instead and see what miscues and look at the school writing to assess progress

19.  The student would still write in their dialect, but instead of the teacher looking at it as an error, there wouldn’t be a penalty.  When looking at the sentences during instruction, they would choose the sentence that would best relate to their dialect.  For example, those who spoke in Appalachian English, they would be given 2 sentences: “Building is hard work” and “She was building a house”.  Although both are grammatically correct, the student would pick “she was building a house” because they would say it as “she was a-building a house.”

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Instruction incorporates the student's cultures within the lessons (codeswitching from AAE to SE) and is a very student centered approach.

Assesment looks like only assesing SWE errors in final drafts and keeping AAE features in mind so the teacher does not mark something  that is correct as incorrect to make sure students acknowledge that AAE is a dialect and not slang.

The teacher incorporates culturally relevant information by incorporating African American literature so the students become more culturally aware.

The students read their drafts aloud so they can get feedback from the group as this type of group participation is common in African and African American communities.

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The benefits behind the bridge approach are expressed as the improvement of writing, because students are able to feel more comfortable in their native dialects and so can focus on more important aspects of their writing. One thing that is a real benefit is that during the writing phases instead of being constrained to write and worry about SWE grammar and rules the students can simply focus on writing out the ideas, and information that they want to get across. If they are able to write in their native dialects then they will not only feel more comfortable as they write, but they should be able to improve ideas and concepts better. another benefit to this approach is it helps to improve students code-switching abilities. Because there truly are times where SE is needed and if in normal life the student uses a dialect, being able to easily code-switch allows them the access to using SE when appropriate without taking away their dialect or comfort language that is generally more applicable in their social interactions in life.

The basic philosophy of this is that dialect speakers are able to keep up with native SE speakers and are also able to feel more comfortable when they are going through the whole writing process. The bridge approach is designed to the stresses of appropriate SE grammar and structure to focus on the ideas of the writing assignment first and then making the code switch at the end when everything else is done and no other stress or pressures affect the their writing quality.

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The difference between the two is that Dialect awareness is more about teaching the students about it so that they know what it is. Culturally appropriate approach is deciding whether it is a good idea to teach it and then figuring out how to teach it in a way that suits all students' needs.

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23)  What does instruction and assessment look like?

Instruction pushes the student to be creative and feel comfortable by writing in their own language/dialect. The student is first told to write out an outline of ideas for their paper, in their native language to fully express their ideas and not limit their voice in their writing. After, they are instructed to switch their writing to SE, with codeswitching from AAE to SE. Assessments should be put into SE but before they jump right into anything the student should plan out their thought in their own dialect, which in return will improve their scores in a positive way.

24) What does the teacher say and do?
The teacher encourages the students to use their own language to plan out their ideas. They encourage the student and says it is seen to improve their writing skills by using this method. Some students may be hesitant since they just want to jump right into SE like every other student but teachers need to push that they use their own dialect to plan out and than use codeswitching to convert into SE.

25) What do the students do?

The student uses their dialect to plan out their writing in order to keep their voice heard in their writing. Instead of being worried about SE they are focused on making their writing their own and than once they plan out everything they want to say in their paper they focus on switching it to SE. Using their own dialect to express themselves will help them as a writer, make them feel that their voice is being heard and better help them understand assignments given. Code switching is another tool for the student to individually learn SE better by switching their dialect with SE and having a comparison to look at.

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The Culturally Appropriate approach brings the Afrocentric culture into the classroom. This approach enables African American students with the ability to explore their history from a different perspective rather than being portrayed as the subject. Students have the chance to explore texts that are written in AAE by African American authors. While the Bridge approach also effectively engages students in texts containing AAE, the intent is different. The purpose of the Bridge approach is to progressively lead students to writing strictly in SWE. Teachers who use this approach work to adapt their students from their native AAE by presenting texts by African American authors, to solely working with texts containing SWE.

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In the traditional approach, instruction is explicit and contains lots of practice over and over again. When students are talking and use a dialect, the teacher will interrupt and correct them. If the teacher sees that a student is still making the same mistake, the teacher will give them more practice to really engrain that skill into the student. This approach focuses mainly on explicitly teaching the SWE and steering the students away from AAE. For writing instruction, the teacher provides many texts that are mainly written in standard English by white authors. These are considered the classics. In the same way as speech, this approach wants any piece of written work by the child to be done in SWE.
As for assessment, this approach relies on standardized testing. In the scoring, mechanics are evaluated very strictly. Teachers penalize students and deduct points for any type of error they make; however, they are penalized more for making AAE errors.
This information can be found in Redd and Webb pg. 76-77
(It made more sense to combine all of the questions together into one response)

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The research on the traditional approach shows that while the students should be allowed to use AAE in the classroom to their self-esteem and understanding of the material (p. 79), AAE should not be immersed into the lesson with SE. Immersion is typically used to learn different languages, not dialects because the different rules of the same language can be confusing to grasp (p. 78). Also most students who speak AAE are in special education classes with other students who speak the same they do so the exposure of SE is not enough for them to learn it and is not equal to the amount of AAE instruction and use they are gaining (p.78). The research also shows that contrary to what many believe the teaching of grammar in schools does not improve the use and/or understanding of SE in student's writing, it does not affect student's writing at all actually (p. 79). the best approach according to the research in general is to teach traditionally only, but to not limit the children and allow them to use AAE in the classroom so long as it is not in their academic writing and they are grasping the concept of Standard English.

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don't talk about anything they might be sensitive with

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don't talk about anything they might be sensitive with