In the next two hours, we will:<br />Examine ways in which our own cultural values, beliefs and experiences influence our thinking and decision-making.<br />Recognize opportunities as they relate to social class, class privilege and family circumstances.<br />Engage in building positive relationships with people across class lines.<br />Understand differences in language and communication for socio-economic groups.<br />Identify a goal for using information learned.<br />
Ground Rules<br />Respect confidentiality.<br />Make encouraging comments to one another.<br />Ask questions.<br />Take responsibility for your experience going well.<br />Learn from one another.<br />Humor is crucial.<br />It’s OK not to know or understand. What matters is to listen and show respect.<br />Enjoy yourself.<br />
Assumption:What we believe about what we see<br />One Way More than one way Many Ways<br />Together create a way that fits this situation<br />My Way<br />Your way is different than mine<br />There is a way that fits this situation<br />One way is the best<br />Developed by Barb Roder, UWEX Family Living from Working with Differences in Communities<br />
Writer or speaker goes around the issue</li></ul> before finally coming to the point.<br />
Story Structure<br />Formal Register Version<br />Plot<br />BE<br />The formal register story structure starts at the beginning of the story and goes to the end in a chronological or accepted narrative pattern. The most important part of the story is the plot.<br />
Story Structure<br />Casual Register Version<br />Part of an episode<br />--------- --------- --------- ---------<br />Audience participation<br />The casual register story structure begins with the end of the story first or the part with the greatest emotional intensity. The story is told in vignettes, with audience participation in between. The story ends with a comment about the character and his/her value. The most important part of the story is the characterization.<br />
Implications<br /><ul><li>Formal register needs to be directly taught
Casual register needs to be recognized as the primary discourse for many
Both story structures need to be a part of instruction</li></li></ul><li>Implications<br /><ul><li>Knowing formal register will help you get and keep a job.
When working with children just learning to speak, partner with parents to enrich their language experience.</li></li></ul><li>Skills for Communicating With Those Who Use Casual Register and Circular Story Structures<br /><ul><li>Draw the story as it is told, using symbols and making brief notes on dates, ages, etc.
Help participants learn to express displeasure in formal register
Expect participation in the writing and telling of stories
Use stories to educate and to process experiences</li></li></ul><li>Reflect and Share:<br />Something you will try to do differently?<br />Something you will share with someone?<br />Something you want to explore further?<br />An AHA! You experienced?<br />
Thank You!!<br /> I hope you found this presentation helpful. If you’d like more information on this topic please feel free to contact me.<br /> Sarah Halstead<br /> Executive Director<br />Portage County Literacy Council<br />1052 Main Street, Ste. 104<br /> Stevens Point, WI 54481<br /> Phone: 715-345-5341<br /> email: firstname.lastname@example.org <br /> or email@example.com<br />