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Reading Matters
Justice Matters
Reading Matters | Volume 16 • Winter 2016 |15|
to use in the classroom. Using a variety of books or even books that
are considered culturally aware, would allow minority students
to feel more accepted in the school climate by seeing themselves
characterized in the books used in class. All students would like
to see themselves represented in the books they read (Henry, et.
al, 2012).When students can see themselves in the literature that
is used in class, they are able to feel a sense of inclusiveness and
belonging. Additionally, Brady (2015), encourages students to
use texts that are relevant to their lives outside of the classroom.
This will help promote their sense of belonging in the classroom.
Using a student’s funds of knowledge. Many teachers may
be concerned that the encouragement of a student’s use of a
non-standard dialect may affect their ability to learn to read.
However, there is little evidence that supports this fact (Delpit,
1997). Research has shown that learning based on student’s
background knowledge or cognitive skills creates an increase
in the student’s overall reading comprehension (Logan, et. al,
2011). Teachers should focus on a student’s funds of knowledge
(Gonzalez et. al, 2005) to gain a better understanding of their
interests and life outside of the classroom. This theory alludes to
bringing knowledge that students already know and participate
in at home into the classroom. Using vocabulary, terms, or themes
that students are familiar with from outside of the classroom,
could increase their comprehension in the classroom. These
vocabulary and themes could easily transition into a writing
project that focuses on a student’s funds of knowledge. These
examples of writing are what Bernhard et al, (2006) describes
as “identity texts” in which students can express themselves
through their writing while focusing on their cultural diversities.
A student’s household contains numerous cultural and
cognitive resources that could be of ample use to teachers in
providing authentic experiences in the classroom (Moll et. al,
1992). A specific way that teachers can utilize their student’s
funds of knowledge in the classroom would be to invite student’s
family members to come and talk about their culture and share
their diverse experiences with the class during the literacy block.
All students could practice speaking and listening skills while
learning about their peer’s cultural differences through a more
knowledgeable other. Additionally, the family members who
are invited to speak to the class may appreciate being able to
share their history with a new generation of young learners. The
culturally relevant and authentic experiences children have in
school greatly influence their motivation (Wigfield et. al, 2004). By
using students’ funds of knowledge and building bridges between
a student’s natural learning style from home to the classroom
(Hale, 1986), the student would be more engaged in the learning
taking place and that learning becomes more meaningful.
Conclusion
Unknowingly, teachers may be silencing their minority students
through their expectations of language use in the classroom. There
can be an underlying sense that one language or dialect is superior
to another. Minority students who experience tension between
their language use and the language expected in the classroom
may feel disconnected from school and experience an overall
aversion to school languages and literacies. However, by being
mindful of all students’ backgrounds and funds of knowledge,
the classroom can be a more inviting space for all students.
When all students are able to participate in authentic learning
based on their funds of knowledge, they will be more engaged
in their learning. Giving minority students the confirmation that
their culture, identity and dialectal language use is valid in the
classroom also gives these students more motivation to continue
their educational experience far into adulthood. By employing
techniques in the classroom to accommodate all dialects,
teachers can help students find their way by finding their voice.
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