Code-Switching Insights and strategies for assessing and teaching reading in minority classrooms Rachel Swords Interventionist National Board Certified Teacher Newport News Public Schools

A path of Teacher & Student Transformation © Wheeler 2008

A Typical Running Record

© Wheeler 2008 When students read… “the pines was about to hold council” or “they built a fire to warm theirselves,” etc. When students read… “the pines was about to hold council” or “they built a fire to warm theirselves,” etc. Instead, t hey are CORRECTLY following grammar patterns of the community language variety They are not Making mistakes inside Standard English They are not Making mistakes inside Standard English One linguistic insight…

That one linguistic insight… transforms classroom practice Build on students existing knowledge of their own community grammar patterns Add new knowledge of Standard English Empower students to make grammatical choices

For reading assessments, this means… Remember the purpose of the assessment Recognize existing knowledge Understand the grammar patterns of the students

Home Speech Patterns

The student accuracy score is 84% when home speech patterns are penalized. The student accuracy score is 90% when home speech patterns are NOT penalized.

© Wheeler 2008 Assessment: Teacher sees grammar error Teacher Response: Correct “Error” Student Response: Ignore correction Why? Misdiagnosis of vernacular student grammar After Before Assessment: Teacher sees vernacular features Teacher Response: compare /contrast Standard and vernacular Student Response: Code-Switch Why? Teacher building on familiar grammar patterns

What does this look like in the classroom? View student dialect as an asset Use home speech as a springboard for teaching Standard English Introduce literature that is rich in a variety of dialects Encourage discussions pertaining to dialect

Exploring character and setting in literature

Code-Switching 12 Flossie in the reading group: Students listen for language keys to character © Wheeler 2008

Students locate examples of informal language in literature

© Wheeler 2008 SUBJECT-VERB AGREEMENT InformalFormal  I run quickly  You sing well  He respect_ me  Respect smell_ like …  It just feel_good  We paint in art  I run quickly  You sing well  He respects me  Respect smells like…  It just feels good  We paint in art The informal pattern is Subject + bare verb The formal pattern is He/she/it + –s Otherwise, subject (I/you/we/they) + bare verb Code-switching charts

Code-Switching 15 David and Spy Mouse © Wheeler 2008 Uses Informal English to create voice, character Code switching students command language choices

Code-Switching 16 David’s author’s note in full Standard English © Wheeler 2008 Code switching students command language choices

Thank you! Rachel Swords