In this Discussion, you again engage in critical conversations, this time focusing on the concepts of culturally responsive practices and the use of published literacy programs.
Discussion: Week 11: Critical Conversations—Part 2: Taking a Stand
Today’s early childhood professionals are operating in a much more diverse world than those who have come before them. Whether the diversity is racial, cultural, economic, or related to sexual orientation and/or familial differences, professionals must not only recognize and respect but also seek to understand the unique context of each child with whom he or she works. Part of this journey involves replacing mainstream ideas of how things ‘are’ or ‘should be’ with culturally responsive practices that are enhanced by home-school relationships.
In this Discussion, you again engage in critical conversations, this time focusing on the concepts of culturally responsive practices and the use of published literacy programs.
To prepare
Review this module’s Learning Resources. Then, select from the following the topic that most resonates with you. Last, conduct additional research to find two articles for and two articles against the topic you have selected.
Topics Of Choice:
· Published literacy programs for all young children or literacy education philosophies (for example, whole language vs. phonics)
· National literacy standards (for example, Common Core)
Assignment Task Part 1
In a 500 word response:
Write and discuss about Employ the critical conversation approach to explain your perspective on the topic. Then, analyze and share insights from the articles both for and against your topic. Justify your post with specific references to the resources you have found, and include the citations for each of your sources at the bottom of your post.
Assignment Task Part 2
In 200 word responses:
Read a selection of your colleagues’ postings.
Respond to two or more of your colleagues’ postings—one who wrote about the same topic you chose, and one who wrote about a different topic—in one or more of the following ways:
· Explain whether you agree or disagree with the colleague who wrote about the same topic you chose, citing the resources to substantiate your thinking.
· Pose a question to a colleague who wrote about a different topic, asking clarifying questions to better understand his or her perspective.
· Act as a critical friend to both colleagues by offering constructive feedback on the clarity and validity of the way in which they conveyed their perspectives.
Cite appropriate references in APA format to substantiate your thinking.
Resources are attached in attachments and some are listed below to assist with this assignment discussion.
Resources:
https://www.proliteracy.org/What-We-Do/International
https://www.wrightslaw.com/info/lre.incls.rsrch.whitbread.htm
© 2015 Laureate Education, Inc. Page 2 of 2
ZERO TO THREE
September 2006
52
Note: This article is excerpted from a chapter in Cradling
Literacy, forthcoming from the ZERO TO THREE Press.
Lisa and Danielle were coteachers in a 2- and 3-year-old
classroom. They enjoyed working together most of the time,
but occasionally what seemed like minor issues caused them
to make some pointed comments that silenced them both.
For example, Lisa believed the children were too young to be
handling scissors during art projects and would observe
aloud, “They don’t know how to cut anyway.” Danielle
would respond by rolling her eyes and saying, “Well, that is
exactly why the children should be using scissors. They need
to practice to learn how to use scissors.” Setting out food
also seemed to elicit a minor conflict. Lisa set up a very gen-
erous table full of goodies for the children to snack on.
Danielle would often comment that it offered too many
choices for the children. She was also concerned that “chil-
dren waste too much food.” Lisa would then counter with
her view that snack time should be a fun activity that stimu-
lated language. “Besides, why are we saving food? There is
plenty of food, and if not, we can buy some more.”
Introduction
Lisa and Danielle get along most of the time and are
good friends outside of the work environment, but what
seem to be minor issues can leave them rolling their eyes
and unable to see each other’s point of view. They get
exasperated with what they perceive to be the other’s illog-
ical way of thinking. Why? Their own upbringing and their
cultural perspectives about children influence their percep-
tions of even everyday activities such as using scissors and
eating snacks. We all bring specific values, beliefs, and
CULTURAL INFLUENCES ON EARLY
LANGUAGE AND LITERACY
TEACHING PRACTICES
REBECCA PARLAKIAN
ZERO TO THREE
and
SYLVIA Y. SÁNCHEZ
George Mason University Graduate School of Education
assumptions about child-rearing and child development to
our work with infants and toddlers. Even two colleagues
who share same ethnic culture may not share the same
beliefs about what’s best for very young children, what
experiences they need, and what our expectations for their
development should be. Conflicts around these issues will,
quite naturally, arise with our colleagues and the parents of
children in our care. Learning how to recognize the other’s
point of view and come to some shared solution is critical
in providing high quality care to infants and toddlers.
Children learn to communicate in the context of their
home culture. Beginning at birth, children use their
home language and culturally accepted communica-
tion styles to connect with others in a meaningful way,
forming secure relationships that are intrinsic to
healthy development. For the early childhood teacher,
it is important to establish supportive, respectful rela-
tionships as well—with both families and children.
These connections help teachers learn more about the
strengths, needs, and cultur
2
Module 6 Week 11 Colleague Responses
Respond to two or more of your colleagues’ postings—one who wrote about the same topic you chose, and one who wrote about a different topic—in one or more of the following ways:
· Explain whether you agree or disagree with the colleague who wrote about the same topic you chose, citing the resources to substantiate your thinking.
· Pose a question to a colleague who wrote about a different topic, asking clarifying questions to better understand his or her perspective.
· Act as a critical friend to both colleagues by offering constructive feedback on the clarity and validity of the way in which they conveyed their perspectives.
Katheryn Gonzales
RE: Discussion – Week 11
COLLAPSE
Top of Form
As a primary grades teacher, I find that many educators debate about whether to engage in the whole language or phonics approach to teaching literacy. Whole language is an implicit way to teach reading. Educators that use the whole language method of teaching use sight words, whole word, and the look see approach. This approach is holistic and usually taught in context. On the other hand, some educators believe that students need an explicit or direct approach to literacy. These teachers believe that phonics instruction is more appropriate because this is a skills-based approach where students learn to read based on letter-sound correspondence, phoneme manipulation, blending, segmenting, and decoding words. The issue between these styles of teaching reading is that whole language believes educators should teach the from the top down where they teach the overall meaning of reading, while phonics teachers believe you start at the bottom and work up. Phonics is a skills based, sequential style of teaching (Maddox & Feng, 2013).
Phonics instruction is beneficial to auditory learners but those that are not geared to learning that way may find the task of learning phonics boring. The whole language approach is beneficial for the more visual student. This way of learning may not have an impact on the auditory learner. To keep all students engaged in literacy, a well balanced approach to teaching reading is necessary (Carbo, 1996).
My personal belief is that educators should combine both approaches. Both approaches would allow for rich read alouds. Teachers can use text to discuss comprehension, asking and answering questions, visualizing, and more. All while maintaining a print rich environment. Phonics instruction would be useful to teach students to decode words efficiently by teaching phonics patterns that students will see. Educators can teach an explicit phonics lesson and incorporate word work into guided reading groups and literacy activities. Both approaches to teaching literacy are necessary to meet the needs of all students.
Carbo, M. (1996). Whole Language vs. Phonics: The Great Debate. Principal, 75(3), 36–38.
Maddox, K., & Feng, J. (2013). Whole Language Instruction vs. Phonics Instruction: Eff
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