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OR: It my little monkey here.
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ER: Is my little monkey here?
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OR: We got to tell.
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ER: We've got to tell.
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OR: Frog look at Toad calendar.
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ER: Frog looked at Toad's calendar.
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OR: A word what sounded good.
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ER: A word that sounded good.
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OR: hisself
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ER: himself
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OR: I can come to your party?
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ER: Can I come to your party?
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Looking
at the examples of children’s dialect-based miscues while reading, I would have
to say that while their responses were not grammatically correct these children
were still proficient readers. As their
miscues are dialect-based, they are still getting the intended meaning despite
their informal English. That being said,
I would still offer them assistance by modeling the expected response. My thought process behind this again goes back
to writing. If a student wrote, “We got
to tell” I would guide them toward using “We’ve got to tell.” Writing requires that they “code-switch” to a
more formal form of English so that others can understand their writing. “We got to tell” is not going to be
acceptable in middle school, high school, college, and beyond!
Hi Jenna,
ReplyDeleteI agree with you that it is important for us to guide the students to learn how to code-switch to standard form of English in elementary school. If they learn the differences between formal and informal English, and when it is appropriate to use them. Then they would more likely to apply it later on in middle school, high school, and college.