Ways with Words by Kaitlin Fink https://padlet.com/kfink3/rp9z6lxhzpn3 Language, life, and work in communities and classroom en-us 2018-04-27 01:14:36 UTC 2024-08-08 16:10:23 UTC hello@padlet.com Breaking down deficit notion ellisonl2 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256173302 Often times we see language inadequacies as deficits, but how can we view these as strengths?]]> 2018-04-27 21:48:24 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256173302 Connection ellisonl2 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256173652 Our students come to us from all different contexts with varying degrees of language acquisition. Has there ever been a time when you were faced with students who had very distinct differences in their language and literacy? How did you rise to the challenge and meet your students' needs?]]> 2018-04-27 21:52:21 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256173652 Personal experience ellisonl2 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256173781 Has anyone made a home visit that involved a language component?]]> 2018-04-27 21:53:40 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256173781 On the Lookout for Language kfink3 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256254211 Children as Language Detectives]]> 2018-04-28 21:43:50 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256254211 Maggie & Lori give a summary :) kfink3 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256264211 2018-04-29 02:00:21 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256264211 Kaitlin gets theoretical :) kfink3 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256341908 2018-04-29 21:15:28 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/256341908 Jessica Woodall - Deficit Notion https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257035412 I believe as teachers we can use language inadequacies to help promote diversity and demonstrate that not all students are the same. I think it is important to build off of these inadequacies and show students it's ok to talk, think, or even act differently. Rather than looking at this inadequacies as flaws, we should use them to promote student growth and collaboration in the classroom. This is the part of teaching that makes it exciting each day. ]]> 2018-05-01 20:37:15 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257035412 Nancy Harr - Personal Experience https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257095172 I have an experience that I would like to share that doesn’t involve a home visit, but it involves the parents coming to me. About 2 years ago, I began teaching a young deaf student how to use sign language to communicate. He was 4 years old and had no language. His parents spoke Spanish and knew very little English. When the decision was made to teach this child sign language, the parents were very concerned and asked if I would help them learn how to sign. A Spanish interpreter volunteered her time to come after school to these lessons. Little by the little the parents learned basic signs. A few weeks ago, this mother and I were in a meeting and she was able to share a story about her son using sign language - not needing the Spanish interpreter. Our lessons not only taught them sign language, but I was able to learn a little Spanish, as well. Our common language, though, has become sign language! ]]> 2018-05-02 02:35:50 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257095172 Molly Ippolito - Deficit Notion https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257211271 Often times it's easy to view differences as problematic. However, it's these very differences that make our world so very interesting! Piggybacking off of Jessica's reflections, language inadequacies can help foster a sense of acceptance. Ultimately, they help celebrate differences between our students. The article you chose highlighted this ideal rather perfectly. One quote from the article that really resonated with me while reading was when the author questioned her students about the rules of language. She asked, "Who makes up the rules of the language game and decides which words live and die?" (Monahan, 2003, p.210) Likewise, who makes up the larger rules of the society in which we live? Who gets to decide which people benefit from privilege and which individuals suffer from oppression? Who determines which groups of people have different language uses and structures? Embracing language diversity in our classrooms can target diversity in all regards of human life--beit differences in socio-economic status, race, and gender, among other disparities. Rather than viewing language inadequacies as deficits, using them as learning opportunities allows our students a chance to appreciate differences among them. Considering my above mentioned reflections, I do believe critical literacy theory is alive and well with both referenced texts as well as the ideals addressed in the discussion questions!]]> 2018-05-02 12:44:49 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257211271 Nancy Harr - Deficit Notion https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257215319 My job is helping deaf students learn language. That is the core of what I do every moment of my day.The question of how can these be viewed as strengths really made me think. I don't view my students' language deficits as strengths.  I have never viewed the language deficits of my students as "flaws" - they are deficits. There is absolutely nothing wrong with differences in language ability, but I want to help fill the gaps my students have with their language deficits. It is not uncommon for my students to be embarrassed and made fun of due to their language deficits and differences. They are communicating with sign language and that makes them "different" - and this makes it hard to feel accepted, especially in the older grades. Maybe my view on this question is different than most because my "lens" is different. ]]> 2018-05-02 12:55:05 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257215319 Melissa Polley - "deficit notion" polleym1 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257481791 I have to admit that I saw language inadequacies as "deficits" until I started the graduate program here at ISU. I was raised in a small town where everyone spoke in pretty much the same discourse. It wasn't until I started teaching that I got to experience students that spoke a different discourse. While my experience with different language uses isn't extremely varied, I do see them now as just differences. I am in agreement with Jessica in that these inadequacies can be used a strength in terms of diversity. We don't all look the same and it's important to note that we don't all talk/sound the same either. It makes me think of my group's text by Friere (Pedagogy of the Oppressed). If we see them as deficits, we are oppressing our students. I do think, however, that it is important to teach our students academic discourse. As in the article's "park bench" activity, the students learned that they changed their discourse depending on who they were talking to and in what situation they found themselves in.]]> 2018-05-03 00:28:59 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257481791 It is always a discussion in a foreign language classroom when we get students who are fluent speakers of the language but do not know how to read or write in the language at all. This actually happens often. Usually it is a student who parents do not speak a lot of English so they speak Spanish (or another language) to their children consistently. However, the child goes to school and learns how to read and write in English. Where do we place this student? On their ability to read or write Spanish 1 might be appropriate but as far as listening and speaking it would be way too easy of a level for them. I try to place the student as high as I can and then supplement with work that focuses on literacy skills. tmorteg https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257745751 -Tisha Ortega

]]> 2018-05-03 16:40:56 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257745751 Samuel Whitley swhitley5 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257752630 I have never made a home visit that involved a language component, but I do recall completing a challenging play-based assessment during our summer clinics. We are afforded one interpreter during these assessments. One assessment required the interpreter to work with the social worker and the parents.  The speech pathologist and myself were required to enlist the help of the student's older sister to act as an interpreter. This was not ideal, but it allowed us to obtain at least a modicum of information to inform the student's educational programming. 

Regarding breaking down the deficit notion of language "inadequacies," I can not help but to think of the idea of pidgin languages. While in a formal academic setting pidgin languages would be viewed as a deficit, an understanding of a pidgin language allows individuals to navigate multiple social groups that exist in varied contexts that would otherwise be inaccessible to speakers of the more formal language.   ]]> 2018-05-03 16:56:39 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257752630 Amy Smith smithsueamy https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257838031 I have never made a home visit that involved a language component, but feel that this experience would certainly allow an educator to learn more about the student and their culture. This makes me think about the explanation in Dr. Handsfield's text and the shift in thinking that occurs surrounding a student's funds of knowledge. I think that we can learn a lot about what we can do within the classroom to assist our learners and promote their academic achievement when we have this understanding. In this engagement we were provided examples by the group where teachers meet the students where they were and therefore, engaged students in meaningful learning experiences. This is an important take away for anyone. Personal examples for me would include having a student from another country that moved into the district and having them in my ELA classroom. I can remember collaborating with the family, finding other students that would have knowledge of the language, and also do some of my own work (going to where the resources are whether it be people or texts) to do what I could for the student.]]> 2018-05-03 20:27:17 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/257838031 Jessica Ballard - Language jessica_ballard1 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258342053 I have not had a home visit that involved a language component, but I have had parent teacher conferences with parents who could not hear and we communicated through an interpreter.  I have had 2 students (siblings) who had both parents who could not hear.  The first meeting began with the father requesting an interpreter in an email, and I agreed.  Somehow, a term or phrase I used indicated to him that the school would not supply the interpreter.  I came to learn that sign language grammar was not the same as speaking grammar and that, along with the fact that they were having issues with their pediatrician's office supplying an interpreter, caused the confusion.
With that as my beginning, the conference went well, but I found myself overly conscious of the guidelines for communicating when using an interpreter so that there were no further misunderstandings. ]]> 2018-05-06 20:44:17 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258342053 Jessica Ballard - deficit notion jessica_ballard1 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258342845 I have not taught a bilingual student in my career.  Although there have been some who have been in the classroom next to mine, as well as in my school.  As a result of this course, my book study group, and your article, my views on this "deficit notion" have changed.  I would not have realized I was viewing it as a deficit, in the past, however, I would have had the goal for a non-English speaking student to gain English skills in order to participate fully in class.  Probably at the expense of utilizing the flexibility that accompanies bilingualism.  
In order to make it less of a deficit view, teachers need to treat both languages equally and give students the opportunity to respond to learning in both languages.]]> 2018-05-06 20:53:32 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258342845 Deficit notion - Kim Aitkens kaitkens https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258353908 When it comes to strength based thinking, I just think it's important to always ask, "What is right about this student?" Students are only at a disadvantage when WE have constant low expectations and when we live by levels and readiness. Literacy is an interactive process and completely depends on the readers prior knowledge, funds of knowledge, and motivation. ]]> 2018-05-06 22:48:09 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258353908 Crystal Patterson https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258374795 One year I had a student who had a distinct difference in his language because he was deaf. He could speak some words, although it was hard to understand him at times. If I couldn’t understand him, it would frustrate him.  His main way of communicating was with sign language, which meant he had a translator with him all the time.  That made him “different” from the others. I completely agree with what Nancy wrote. She works daily with deaf students and she wrote, “I don’t view my students’ language deficits as strengths. I have never viewed the language deficits of my students as “flaws” – they are deficits.” 
As for home visits, I’ve never made one.
]]> 2018-05-07 01:43:00 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258374795 Kate Tiemann https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258377473 Yes, several!! When I worked for Head Start, one of my primary functions was to make home visits, both scheduled and unscheduled. The overwhelming majority of my caseload was Spanish speaking. When visits were scheduled I could bring an interpreter, but I didn't always have that luxury. Sometimes I was on my own trying to work through complex issues with people whose language I couldn't speak and who lived in constant fear that the next knock on their door would be from ICE. It was challenging, to say the least. ]]> 2018-05-07 01:58:30 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258377473 Kate Tiemann https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258378433 I look at it this way: a language deficit is only a deficit when looked at through the lens of some norm, but education is full of norms. Even the standards are a set of norms. They weren't likely designed with the deficit model in mind, but that's essentially how they function. ]]> 2018-05-07 02:05:30 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258378433 Kate Tiemann https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258380944 I have not really had students with very distinct differences in language and literacy, but I have had students who were still considered ESOL. I did have a lot of parents of Head Start children who were language learners and that presented challenges. I used whatever resources I could to communicate, but I don't think I ever really did a good job with that. I was frustrating always having to have a translator, but I'm so glad for that experience because it made me appreciate my position of privilege that much better. ]]> 2018-05-07 02:19:05 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258380944 Range of Language - Jason Safranek jasafranek https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258768314 My most challenging experience dealing with students having a vast range of levels of proficiency occurred while I was teaching in the UAE. While there, I had the entire sixth grades split up into four sections of 20-25 students. The range of English proficiency went from highly fluent with a wealth of vocabulary to almost no English knowledge whatsoever.  I was posed with the challenge of how do I effectively teach students at such polar ends of the spectrum and hit all of those students somewhere in the middle. I ly had to implement that buzzword and "differentiate" my instruction. Multiple assessments, multiple assignments, multiple methods, etc. It was a challenge and yet I could see some gains in how my students adapted to the work. I tried to hit then where they were as best as I could. ]]> 2018-05-08 02:42:31 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/258768314 Courtney Waugh cowaugh05 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/259292521 In my classroom, I do not have a huge variety of language acquisition skills. However, in my school building we have quite a variety. I went on an Outdoor Education camping trip with my students last week where we camped in Ingersoll all week. I came into contact with many students that had a variety of language differences. For instance, I was teaching a class on silkscreening and had students who barely spoke English. As I communicated with these students, I realized how big of a difference these authentic experiences make. The students were talking about how they had never camped before and it went along with theories in our book where we are able to build schemata with these different REAL experiences.]]> 2018-05-09 14:18:10 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/259292521 Courtney Waugh cowaugh05 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/259294802 Going off what Jessica has stated, it is important to look at the differences as a strength and unique rather than labeling it as a deficit. We get so caught up on test scores and such that we lose sight of what is important. These differences allow for so many conversations to open up, think critically, and truly grow as a learner rather than focusing on getting them to "grade level". ]]> 2018-05-09 14:23:00 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/259294802 Katie Davenport- Connections, Personal Experience, Deficit Notion kldavenport7 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/259488766 Ihave never had a home visit that involves a language component nor had a time when I was faced with students who had distinct differences in language. However, I do have some students similar to those described in Trackton and Roadville in regards to the lack of interaction with literacy and books. I try to foster a positive view of literacy and expose children to books and new literacies. Additionally, I try to give ample opportunities for students to interact with literacy of their choosing. Our school does do academic nights where we give away free books, food, and literature to help foster and promote literacy. I do think that home visits could assist in the aspect too. Also, I think that language inadequacies can be viewed as a strength from a sociocultural-historical and sociolinguistic theory perspective. Language and social interaction can be used in learning.  Teachers can acknowledge students’ funds of knowledge and use it as a tool for learning as well.]]> 2018-05-10 00:49:16 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/259488766 https://padlet.com/kfink3/rp9z6lxhzpn3/wish/259724855 2018-05-10 17:48:26 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/259724855 Ashley Ragusa - Deficit Notion https://padlet.com/kfink3/rp9z6lxhzpn3/wish/259725140 I view a deficit as an opportunity. Learning and discussing each other's deficits help us to grow and become more accepting people. I try to have my students write goals for themselves in class. They really have to think about one of their deficits and then discuss why and how they want to improve in that area. This promotes a friendly and productive classroom climate because students can see that all of their peers are working on bettering themselves. I think if we view deficits as areas to improve upon, instead of just areas of weakness, then we can use them to our advantage.]]> 2018-05-10 17:49:06 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/259725140 Brittney Mishler https://padlet.com/kfink3/rp9z6lxhzpn3/wish/260002708 I collaborate a lot with my families about their child. Before the first day of school, we make home visits to our students' homes. It is always a good experience because parents can tell us a lot about their child and their educational strengths and weaknesses. I see a vast range of levels of proficiency in my classroom.  Some of my students came to first grade knowing how to read, while others struggled to read fluently.  They could point to each word, but struggled to identify what it said.  But, rather than looking at this as a weakness, I looked at it as a strength.  Outside of my instructional help, my proficient readers love reading with those who struggle. They love 'acting as the teacher'. It does not only help my struggling readers practice their reading skills, but also helps my proficient readers feel more confident in their reading ability. As Ashley stated, 
" I think if we view deficits as areas to improve upon, instead of just areas of weakness, then we can use them to our advantage." 

A]]> 2018-05-11 16:13:38 UTC https://padlet.com/kfink3/rp9z6lxhzpn3/wish/260002708