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Code-SwitchingInsights and strategies for assessing and teaching reading in minority classrooms
Rachel Swordsrachel.swords@nn.k12.va.usInterventionistNational Board Certified TeacherNewport News Public Schools
A path ofTeacher
& 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, they are CORRECTLY following grammar patterns of the community language
variety
Instead, they are CORRECTLY following grammar patterns of the community language
variety
They are notMaking mistakes inside Standard English
They are notMaking 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
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
Informal Formal 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 SwordsRachel.swords@nn.k12.va.us
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