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Sociolinguistics and Education

Sociolinguistics and Education. December 19, 2006 Kendra Winner. Agenda. Administration: Kendra’s Thank You! Scheduling Party Second Set of Take-home essays Finishing up Academic Language … Knowing without knowing Educational Implications of Sociolinguistics Course Evaluations.

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Sociolinguistics and Education

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  1. Sociolinguistics and Education December 19, 2006 Kendra Winner

  2. Agenda • Administration: • Kendra’s Thank You! • Scheduling Party • Second Set of Take-home essays • Finishing up Academic Language … • Knowing without knowing • Educational Implications of Sociolinguistics • Course Evaluations

  3. Administration • Kendra’s Thank You! • Course Party • 5 LaGrange St., Winchester, MA 01890 • Wednesday, January 31 • Pot luck • What time? • Second set of take home essays • Your questions • Second set of take home essays will also be available on the course web site. • Essays due to Alicia Redemske in Larsen 317 by 4:00 pm on January 8. • Don’t hesitate to contact Kendra with questions

  4. What are the implications of sociolinguistics? Educationally, politically or otherwise?

  5. “Knowing without knowing” • “Mistakes were made.” • “I made mistakes.” Richgels, D. (2004). Paying attention to language. Reading Research Quarterly 39, pp. 470-477

  6. In this community we have large numbers of Black families which are stable and in which both parents are well-to-do, educated, professionals, upholding all the virtues that are assumed to be prerequisites of educational success. And yet, the children of these families still seem to under-perform when compared with similar white families. What is going on? Singham, 1997

  7. Ogbu (2003) • Black American Students in an Affluent Suburb: A study of academic disengagement • Shaker Heights • Upper middle-class suburb outside Cleveland, OH • Roughly one third of the community at the time of the study was African American • Median family income of $66,000 • 33% of Black households and 58% of White households had incomes in the $50,000 to $100,000 range. • Excellent highschool, 85% of graduates go on to college.

  8. Comparative Test Scores

  9. Major Findings: Students • “Low effort syndrome” • Norm of minimum effort • Peer pressure • Negative assessment of courses • Expectation of extrinsic motivation

  10. Major Findings: Parents • Parent expectations • Lack of implementation of parental expectation • School involvement • Home involvement

  11. Major Findings: Explanations • Assessment of opportunity structure • Collective identity

  12. Practice & Pedagogy in Predominantly Black Classrooms: Four ‘Successful’ White Teachers Heather Harding Taken from an April 4, 2006 Presentation at Harvard Graduate School of Education

  13. Research Design • Context • Metropolitan area of a large, Northeastern city • Student populations upwards of 70% Black students • Four different middle school contexts: charter, in-district charter, K-8, and comprehensive • Participants • Nominated by administrators as “successful” • Three women & one man, ranging teaching experience from 5-20+ years • Math, Science, and Social Studies content

  14. Themes of Pedagogy and Practice • Structure, consistency, and routines • Respectful, caring student-teacher relationships and cultural relevance • Rigor as high expectations and standards of quality requiring “hard work” • Pedagogy of social justice

  15. Structure • Explicit teaching of how to ‘do school’ • Consistency in classroom routine, standards of behavior, and engagement in learning • Structure as caring (e.g. community, teams, family) • Alignment w/external accountability measures

  16. Rigor • High expectations • Goals for students • Quality of work • Relevance & rationale • Narrative of hard work for both students and teachers

  17. Relationships • Expressing care & love • Sense of humor • Connecting to kids culturally • Knowing families and community • Culturally relevant curriculum

  18. Pedagogy of Social Justice • A recognition of inequality • Teaching as “a fight for equality” • Managing Whiteness to counteract perceived racism

  19. The Racialization of Practice • The countering of stereotypes of Black students • The performance of Whiteness • Special > Radical • Disassociated • Post-Colorblind > Race cognizant (Frankenberg) • The acknowledgement of structural inequality

  20. Expectations • The power of expectancy effects lies not in momentary beliefs, brief teacher-student interactions, and single outcomes but rather in the cumulative consequences of entrenched beliefs about ability over the course of a school career. • “individual and collective behavior both reflect as well as influence the context in which they occur (Bronfenbrener, 1979)

  21. Implications for Pedagogy Challenges • Teaching critical consciousness • Re-centering of Whiteness Benefits • Just “good teaching” (Hilliard & Ladson-Billings) • The impact of accountability & standards

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