Spoken-Communication Role-Playing

Objective: to understand that students’ colloquial, vernacular is essential to culturally responsive scaffolding. Equally essential is the power obtained from altering social speech to relate to various audiences (Cummins, 1984; Gay, 1999; hooks, 1994; Jones, 2006).

Critical Class Discourse

Why is it that the Hispanic students in this class tend to disregard the homework assignments?

Levels of Spoken Communication

1. Social- informal language, slang(friend-speak- BICS)

2. Academic- broader, situational language (school-talk- CALP)

3. Formal- concise, respect-minded(business-speak- CALP)

Know Your Audience

• Teams of 2 players

• Determine a hand-raising captain

• Determine a team writer

Identify

1. Speakin’ Spanish up in school is racist ‘cause them Mexicans be makin’ fun of you to their friends and you don’t know it.

Identify

2. Mrs. Simms, I retaliated in a violent way because Toby’s racial insults triggered an instinctual rage in me.

Apply

1. Mr. Ortega, I believe I possess both the skills and the attitude to become a valued member of the Burleson Census Bureau.

Apply

2. Man, I gots skills. They ain’t no reason why I wouldn’t be pimpin’ at that job!

Apply

3. Ms. Haddad, if you have a moment after class or during your conference period, could I please inquire about the deductions given on my last paper?