Funds of Knowledge: Double Entry Journal 4

Quote:
"We believe that a meaning-centered model ... allows
bilingual students to take full advantage of their first language
abilities, and to surpass the limits set by their more limited knowledge
of their second language." (Moll,1992)

Reaction:
This statement I believe encompasses the main idea of the article. We need to adapt teaching to fit the students by making it meaningful to them and their individual experiences. I remember when I was in school having to write about books and topics that I did not fully understand or was not interested in. It was horrible and seemed pointless to me. I think that I would have learned more if I had been given assignments that were of interest to me. It reminds me of when my teachers would have everyone read the same book and then give a report on it. Everyone stood in front of the class and said pretty much the same thing. I think many students probably did not read the book and simply based their presentation on a combination on what other students were doing. This article fully explains the idea of cultural capital that was mentioned in class. All students have different life experiences; therefore they have different knowledge and interests. If as teachers we use this information as differences to guide instruction instead of deficits that impede it, both student and teacher will be more successful.

Reference:
Funds of knowledge for teaching: Using a qualitative approach to
connect homes and classrooms. (1992). Theory into Practice, 31(2), 132-
41.

Related Source:
Social Reproduction, Capital, Bourdieu and The Jam
This video explains how some students have to work harder to learn information because of their culture and uses several examples.