A framework for Understanding Poverty

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Presentation transcript:

A framework for Understanding Poverty Chapters 2 and 3 Ashleigh Dunn

Ch. 2: The Role of Language and Story Introduction: Registers of Language Language Acquisition Ramifications Discourse Patterns Story Structure What can you do?

Direct link between achievement and language

Registers of Language Frozen Formal Consultative Casual Intimate Language is always the same (Lord’s Prayer) Formal Sentence syntax and word choice of work and school (complete sentences and word choice) Consultative Formal but used in conversation. Not as direct. Casual Between friends, 400-800 word vocab, non-verbal assists, incomplete. Intimate Language between lovers or twins.

Language Acquisition Primary discourse Secondary Discourse Individual first acquired Secondary Discourse Language of the larger society Obviously if the students primary discourse is the same as their secondary discourse they do much better in school. Ramifications Acquisition and learning is different. Acquisition: most natural way to learn language, there is a significant relationship Learning: direct-teaching of language, metacognitive Want students to go casual to formal register, need to direct-teach it!!

Patterns of Discourse and Story Structure Formal-register Pattern = Straight to the point Story = beginning, plot, the end Plot is the most important part Casual-register Pattern = goes around the issue before coming to the point Story = begins with the end of the story, told in vignettes, audience participation, ends with comment about the character value Characterization is the most important part

What can we do? Direct teach Tell stories in both ways Have students write in casual then translate to formal Use graphic organizers to show patterns Use stories in ALL subjects

Summary Registers of Language Must teach formal Formal vs Casual Must teach formal Must stress importance of formal language to obtain a well-paying job

Ch. 3 Hidden Rules Among Classes Introduction The Classes Poverty Middle Class Wealth Assumptions Key point Hidden rules govern so much of our immediate assessment of an individual and his/her capabilities. Can keep individual from moving upward in a career

Get out your book!

What can we do? Be careful with assumptions about intelligence All students should be taught hidden rules of middle class as a tool Attitudes reflect class system If you understand culture and values of poverty will lessen the anger and frustration of educators Understand most students of poverty don’t believe they are poor or wealthy adults don’t believe they are wealthy (can usually cite someone who has more money).

Summary Class status Middle class rules critical to be successful in the business world.