The Language Codes Identified By Basil Bernstein

Cultural ideology strongly influences a student’s decision in regards to schooling and future opportunities (Lawrence et al., 2012, pp. 79-80). Whether students specifically choose otherwise; and the students run the risk isolation themselves from the cultural practices and expectations of his family and friends (Thompson, 2002, p. 8). Within the schooling culture a child will feel the same feeling isolated (Ewing, 2013, p. 85). As previously stated by the interviewee, parental input is a vital component. Discussing beliefs about cultural ideology with parents can be incorporated into the children’s

The author argues that American education needs to start focusing more on teaching students all cultures and

Culture plays a vital role in the knowledge we develop. The practices we implement at home shapes our future. For example, as a child my mother would read books to me and often encouraged me to read the dictionary. As a result, upon entering kindergarten I was reading on a second grade reading level. In like manner, Bronfenbrener supports the theory that

In the “Study of the Child: Theories of Development I” (Learning Seed, 1997), according to Vygotsky, the cognitive development in children is in direct relationship, and dependent on interaction with others. (Feldman 2010, pg. 20). Vygotsky believed to truly understand cognitive development; a child’s social and cultural experiences must be considered.

Cultural tendencies have a huge impact on the way children tend to participate in educational activities. The ethnicity of a child may change the way that teacher view a child. Suppose you had an Asian child in previous years who was quiet and reserved. You get a new child, you expect this one to be the same way, but he is not. We as teachers have to learn that each child is their own individual self, and they do not act the same way, no matter what race, gender, or social status they are.

Many cultural groups are entitled to maintain their traditional attitudes, values, and especially languages; the lack of educational achievement and improvement is sometimes caused by the problem of a different

Cultural differences pose several barriers for students and may impair their opportunity to learn. These barriers are created by differences in language expression, communication style, preferred learning style, gender-role customs and behaviors, and limited parental involvement due to these cultural or socioeconomic barriers

Linguist James Paul Gee introduces the concept of literacy discourse by defining language as both what an individual says and how they present it. Literary language an important factor to maintaining academic discourse, because as Gee suggests this influences discourses being used correctly . Furthermore Gee suggests that in order to follow the intended guidelines correct discourse “must say or write the right thing in the right way while playing the right social role.” (pg.6) Indeed, within my academic experience using discourse here at Wayne State University, I agree with Gees definition of student’s adaptation of behavioral roles set by the institution. For example, students at Wayne State are expected to achieve a steady progression

Each individual conveys their ideas in unique ways. Men and women in particular express themselves in drastically different ways. In “How Male and Female Students Use Language Differently,” Deborah Tannen, a professor of linguistics at Georgetown University, experiments with the causes of classroom dynamics. Tannen opens her discussion by exploring the beginning stages of learning communication skills and then fast forwards to adulthood. Tannen uses research from sociologists and anthropologists such as Lever, Goodwin, and Eder as well as insight from Walter Ong to add credibility and to create a foundation for her explanation of the causes of classroom dynamics. Tannen expands on this research from cultural and behavioral professionals by creating an experiment in her own classroom to demonstrate that communication skills learned and cemented in younger years, combined with a “ritual opposition” setting, produce classroom dynamics.

Teachers must learn about their student’s cultures if they want to educate them to the best of their ability. Many of the students in culturally diverse classrooms will want to learn in different ways. Some will want to learn in pairs, groups, as a class, or just alone. If the teacher is educated in their culture then lessons can be adjusted to appeal to every student as much as possible instead of forcing some to forget about their culture and learn like others. Students from

Although one’s culture is based on their experiences they have had, it is also based on values of family and education that help shape one’s opinion and view.

Language is an extensively complex topic. To effectively engage in a variety of social contexts one must be well versed in both the concept of 'Discourse' (so capitalised because of James Gee's discrimination between 'discourse' as "connected stretches of language that makes sense" and 'Discourse,' as a concept made up of various discourses as described by David Green, 2006, pp. 3 ), and the basic principles and 'codes' (Bernstein, 1960, as cited by Green, 2006) of the Discourse appropriate to each situation one encounters. A deficient working knowledge of the situational discourse leaves you vulnerable as what Green continues on to describe as an 'outsider' and therefore subject to being classified and treated as inferior. It is important to avoid a reflectively tyrannical system occurring within the classroom setting, as it leads to devaluing of individual children's culture and home Discourse through the process of placing them in direct conflict with the institutional school Discourse (Gee, 1990, Michaels 1981, as cited by Green, 2006).

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

Final thoughts: Students behavior can be influenced by many things such as their cultural influences, living situation, and what they are exposed to. Ms. Rollison needs to be aware of the cultural influence that affects the student’s behavior. Every culture is different and it influences how a student will interact and respond to authority. Culture can influence the way they talk with their peers, views on sharing, and the way they act all around. Having many students with different culture background leads to a diverse class with different views on how they act toward their peers.

Culture is “the knowledge, values, attitudes, and traditions that guide behavior of a group of people and allow them to solve problems of living in their environment” (Woolfolk 193). It is clear that a students cultural background shapes who they are, therefore this could shape what kind of student they are in the classroom. The visible signs of culture are clothing, language, and traditions. But taking a look deeper into someones culture can reflect who they are and their beliefs. The text suggests that some psychologists believe that cult defines intelligence. I am not sure I totally agree with this. I believe cultural tendencies can definitely impact the way children participate in the classroom. To engage students effectively in the learning process, teachers must know their students and their academic abilities individually, rather than relying on racial or ethnic stereotypes or prior experience with other students of similar backgrounds or culture. “Knowing a student is a member of a particular culture group does not define what that student is like” (Woolfolk 197). People are individuals, and just because they have a certain culture background, does not mean they have the same attributes shared by other members of their culture. I do believe that culture matters. To truly engage students, as teachers we must reach out to them in ways that are culturally responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the