418+Agenda+-+1.24.17

Today's Goals:

 * Begin to consider how language and literacy function to mark, include, and exclude people.
 * Begin to consider a robust definition of academic language.

1:50 - 1:55 - Welcome & Agenda
 * Notetaker: user:athenas97

__//Beginning to Build a Definition of Academic Language//__ 1:55 - 2:20
 * How do language and literacy function to mark, include, and exclude people?
 * https://www.youtube.com/watch?v=A2-9gdRyB8U
 * [] -
 * Language is a prominent marker of identity
 * A child is born into a language, just as they are born into skin color
 * People who want uniformity in schools and same quality of education but people come from different backgrounds (linguistic capital)
 * Language functions as a social currency, a reflection of culture
 * Standard midwestern English is the "language of power/wealth" in the United States
 * Standard English is not always a relevant language because of the differences of language and culture in the US
 * The way a person talk doesn't always reflect a persons' social status
 * People make judgments about your intelligence based on how you talk (ie. grammar)
 * People tend to focus on accents and the way you talk and some can't look past it
 * People are quick to be judgmental and discriminate others
 * Some people come from family backgrounds where they can practice mainstream English at home but others don't always have that priviledge
 * It's important for teachers to understand the disparities and be intentional for our students that come from different backgrounds
 * English (es) and Literacy (ies)
 * There are multiple "Englishes" and "Literacies"
 * ex: There is sophisticated vocabulary for people who work in construction, but people tend to think lower of them.
 * Construction supervisor is literate in construction vocabulary but may not be literate in other fields.
 * We have to think of audience and purpose rather than correct/incorrect
 * Discuss Zwiers, chapter 1

2:20 - 2:50 media type="custom" key="28971347"
 * Academic texts activity
 * Affective responses:
 * Body language: sunk into the chair, head into hands
 * Had to put down text for a while and pick it back up
 * Skipped around the text and slowly gave up
 * A lot of re-reading and forgetting what you just read
 * Desire to ask questions but couldn't
 * Got distracted a lot
 * These are the same responses your students would feel, but as a insider (teacher), you don't see it
 * Teachers become proficient in the language of our profession but students don't have that same proficiency
 * How do we support the students so they don't have the response we have?

2:50 - 3:05 - Course logistics
 * Look for invitation for wikispaces (look in Junkmail)


 * Housekeeping:**
 * **For Thursday 2/26**
 * Bring back your academic text from Tuesday
 * Read //Holler//, introduction and chapter 1
 * Read the syllabus (top of course main page on wiki -http://gonzagateach.wikispaces.com/Agendas+-+418+Spring+2017)