Blog 25

Here is some of what I have so far!

Introduction

Everyday there seems to be more and more students that struggle in the classroom. If this is already true  about the average student, those that predominantly speak another language other than English must have even more of a difficult time in the traditional English speaking classroom. In reality, how are "non-standard English" speaking students affected in the traditional English speaking classroom? The purpose of this research is to find out how these children are really affected and what possible changes are available to make the lives of these students better. In this paper, the reader will see how children are affected, what a former Elementary Education teacher knows about the subject matter, and changes that can be made. This research is important to language research because it provides information and educates  others on how these students  are affected and what can be done to easily include them in the classroom. This is a topic that needs to be dealt with in everyday life and there should always be a solution to problems that arise within it. It appears that students that come from "non-standard English" homes are greatly affected in the English classroom and they are in many ways.

Literature Review

The author's chosen are Luic Moll and Norma Gonzalez from the book called Literacy: A Critical Sourcebook and the article used is entitled "Teaching Standard English to Speakers of Nonstandard English Dialects". Both sources provide a good amount of information that will answer the research question previously stated.

Luic Moll and Norma Gonzalez talked about two third graders named Lupita and Yolanda. Both students come from Spanish speaking homes but because they receive aid from their teachers, they are able to complete required tasks in the classroom. Lupita and Yolanda had to conduct research about the Natives. The research they did was Spanish but the books they chose to use for the projects were all in English. They needed assistance because of the English books but they were able to successfully complete their projects. These students were on their way to literacy in two languages. "They are becoming competent in specific literate practices that will help them to consciously and intentionally use their bilingualism as a means to accomplish personal, academic, or intellectual tasks" (Moll and Gonzalez 157).