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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. References Adams, M. & Curzan, A. (2009). How English works: A linguistic introduction. New York: NY. Pearson Longman.

Reading Matters Justice Matters

Alvermann, D. E. (2001). Reading adolescents’reading identities: Looking back to see ahead. Journal of Adolescent and Adult Literacy, 44 (8), 676-690.

Anyon, J. (2014). Radical possibilities: Public policy, urban education and a new social movement. New York: NY. Routledge.

Behrend, C. (2009). Reflections on where the boys are. Journal of College Admission, 28-30. Retrieved from http://eds.a.ebscohost.com.libproxy.clemson. edu/ehost/pdfviewer/pdfviewer?vid=31&sid=c441715a-5cfb-4c1b-b7e3-e38b97 02c00d%40sessionmgr4005&hid=4110 Bernhard, J. K., Cummins, J., Campoy, F. I., Ada, A. F., Winsler, A., & Bleiker, C. (2006). Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk for learning disabilities. Teachers College Record, 108 (11), 2380-2405.

Brady, J. (2015). Dialect, power and politics: Standard English and adolescent identities. Literacy, 49(3), 149-157.

Burdette, R. (2011). Developing Language in the Classroom. Retrieved from http:// developinglanguage.weebly.com/index.html.

Delpit, L. (1997). What should teachers do? Ebonics and culturally responsive instruction. Rethinking Schools Online, 12 (1).

Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York: NY. The New Press.

Fillmore, L. W. & Snow, C. E. (2000). What teachers need to know about language. Eric Clearinghouse on Languages and Linguistics.

Gavigan, K. (2011). More powerful than a locomotive: Using graphic novels to motivate struggling male adolescent readers. The Journal of Research on Libraries and Young Adults. Retrieved from http://www.yalsa.ala.org/jrlya/2011/06/more- powerful-than-a-locomotive-using-graphic-novels-to-motivate-struggling-male- adolescent-readers/

Genishi, C. & Dyson, A. H. (2009). Children language and literacy: diverse learners in diverse times . New York: NY. Teachers College Press.

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