"What's the Connection between Gender and LIteracy?"

Roberta F. Hammett recounts the events that have taken place regarding gender equality over the past years to bring society where it is today. She points out an important concern, saying that female literacy scores have become higher than boys provincially, nationally, and internationally. This is quite staggering, and shows that effective steps have been taken to motivate and equip women to learn. I like that Hammett emphasizes the importance of "an inclusive curriculum and education that honours multiple ways of knowing, respects multiple intelligences, or employs multimodal texts that include a range of possibilities for student response." By saying this, Hammett makes this about more than just gender equality, but about equality for all. Hammett seems to find value in remembering all social justice issues in the classroom, not just a single one. By doing so, Educators can keep a balance and speak to each issue more powerfully than if one issue is elevated above the rest. This may also be helpful in preventing a society from pushing an issue too far in a given direction - such as gender equality - resulting in boys feeling emasculated and unmotivated.

Hammett writes, "It fell to English teachers - as individuals, that is, since there were no official policies on inclusive language in most provinces at the time - to teach inclusive terms." Although Hammett is referring to gender equality here, it struck me that as Educators, although there may not be any official policies regarding issues of gender, race, ethnicity, or sexuality, we can certainly alter classrooms in ways that will shape society to be anti-discriminatory and anti-racist. This is exciting!!

Will Print Literature Stand the Test of Time in the Classroom?

       Margaret Mackey wrote a thought provoking article called, "How Can Teachers Best Make Use of Students' Out-of-School Exposure to Multiple Kinds of Texts?" In the article, Mackey makes a strong argument for teachers to use texts in their classrooms that students are being exposed to outside of the classroom. She writes that "A story may begin its existence as a book, a movie, or a video game, but its narrative life often continues in a variety of other formats." Mackey refers to Henry Jenkins notion of a "transmedia universe where no single version of a narrative tells the complete story." Mackey agrees with others who predict that change may be coming to print media used in the classroom, and that when it does, it will happen quickly. Mackey explains that this is already happening as "Young readers themselves are precipitating certain kinds of multiplicity with their online discussion sites and fan fiction forums."
     Mackey is not suggesting that we get rid of classics in the classroom such as Romeo and Juliet. She simply explains that instructors need to connect such content with the "flexible and contingent" approach of many young students today. Mackey argues, "If we do not pay attention to the new dynamism of the digital world, we run the risk that students will simply dismiss print as the stagnant corner of the textual world where nothing interesting happens and the representative texts are fit only for schoolwork." Mackey offers a suggestion of how teachers can avoid this by saying that Educators need to "invite that student expertise into the classroom. Everyone can benefit when different forms of knowledge and understanding are respectfully shared."
     Although I think that Mackey's close attention to the changing world of text is important and valuable, I also think there can be a danger when Educators begin to agree with students that print is 'stagnant' by changing the study of print to make sure that print is exciting! I wonder if this would only propel the problem. I wonder if its important for Educators to hold to the value and unique qualities of print text and continue to teach it in the classroom without the notion of transmedia creeping in. Obviously, these are only questions in my mind, as I have no experience in the classroom and look forward to seeing how these things unfold in reality one day.

The Dialects of Aboriginal English: by Lynne Wilste

In her article, Wilste points out the general ignorance that exists regarding the dialect of English known as ‘Aboriginal English.’ Wilste’s article is particularly informative because it stems from her personal experience as an Instructor and is based on her own reflection of her teaching experience. Wilste makes the very important point that “Linguists argue that all dialects of English are legitimate, systematic, and rule-goverened and that no dialect is inherently superior to another.” She also highlights that despite this, standard English is the most socially accepted dialect. Unfortunately, this leads to the discrimination of Canadians that use other dialects of English.

            By recounting her own experiences, Wilste points out that it is wrong for teachers to consider Aboriginal dialects of English to be lacking. Often, she says, children have been placed in language development programs in order to fix them of their language ‘problem’, when in fact they’re language is not wrong, it is just different.

            I appreciate that Wilste includes the practical fact that students well versed in standard English tend to have higher levels of economic success in the workforce after graduation. Therefore, it is still a priority for teachers to assist students in their standard English skills, but only as a supplementary second language to their Aboriginal English dialect, not as a replacement.

            Like Wilste, I think its important for Aboriginal English speaking children to be encouraged by teachers to maintain and develop those dialects in hopes to revive lost Aboriginal languages. The residential school systems mistakenly stripped language and culture from Aboriginal people. Educating teachers about Aboriginal English dialects is just one way for the Canadian government to partner with first Nations people to continue to strive toward reconciliation and forgiveness. It would be wonderful to see the revival of lost Aboriginal languages, and teachers have the opportunity to contribute to this kind of positive change.

Life Long Learners Care About ESL

Gunderson thoughtfully points out that labels used to identify communities learning the English language such as EAL, ESOL, and ELL “tend to mask ‘significant underlying differences’ among learners.”  Using this driving thesis Gunderson argues that teachers must have a deeper understanding of ESL learners by demonstrating that an ESL student’s intelligence does not correspond with their ability to learn the English language. Gunderson's article is a plea for teachers to “understand the complexities” of ESL learners, as there are becoming more and more in Canadian schools. He reminds his readers “the promise of Canadian schools is inclusion.” Therefore, according to Gunderson, “Part of being a teacher is a dedication to equity, equal opportunity, and social justice.” Although Gunderson recognizes this requires teachers be willing to learn to teach with new attitudes, his commission is clear.

Gunderson keenly demonstrates the power of language. Gunderson calls teachers to be aware of issues surrounding ESL learning by highlighting the key differences between Basic Interpersonal Communicative SKILL (BICS) and Cognitive Academic Language Proficiency (CALP). Gunderson points out that while a student may be able to hear, understand and communicate using the English language, they may struggle to understand an English textbook. The two skills are independent, and therefore each must be developed. Gunderson insists that teaching methods need not be changed, but instead using languages other than English in the classroom must be an accepted custom. Gunderson argues that the use of other languages in the classroom does not deter students learning of English, but instead propels it.

           Gunderson’s article left me wondering how many teachers truly strive to be life long learners. I believe teachers committed to life long learning will have the most successful students that will reach their fullest potential, both ESL learners and non-ESL learners. Teachers must be willing to adapt their attitudes and continue learning how to best accommodate ESL learners in their classroom in order to truly care about their students.