Differences vs Deficits

As Adger, et al. (2007) describes, there are two schools of thought about working with those whose language variety differs from the mainstream: the deficit position and the difference position. The first school of thought identifies those with different language as socially and cognitively handicapped. These students generally perform lower on standardized tests, which in the minds of those in the deficit position, confirms this idea. However, what they fail to consider is test bias - students are being tested in a vernacular with which they are unfamiliar. In this way, students are being told to conform to the mainstream English, and because of this, they are set back even though they are not "intrinsically disadvantaged." The second school of thought is the difference position. Those in this position simply view students as different, calling into question those test scores. This position believes that we need to allow language varieties in spoken word and use the student's knowledge of a different vernacular to support their learning of Standard English in reading and writing.

The difference and deficit conversation extends beyond language varieties, however, as exemplified by Souto-Manning & Martell (2016). According to this text, a student who speaks multiple languages and uses all of their resources to communicate, at the expense of correct English, might be thought of as having a deficit. However, according to Souto-Manning & Martell (2016), a deficit is determined by lacking something, being inferior, or not having appropriate development. This would be the case with students of speech and language disorders. However, a student who uses translangualism should not be considered as having a deficit, but as having different strengths. A student who calls upon various languages through their funds of knowledge are able to aptly express themselves. If we limit these students to one language, the language we see as superior, we are missing out on their ideas and insights. Worse, we could be sending them signals that they are inferior.

Both texts highlight the point that the powerful are the ones who determine what is "appropriate" or "correct." Overall, we as teachers need to see students who differ from this mainstream as having their own unique funds of knowledge, their own assets they bring to the classroom to best learn and share ideas.


References

Adger, C., Wolfram, W., Christian, D. (2007). Dialects in Schools and Communities. Mahwah, NJ: Lawrence Erlbaum Associates.

Souto-Manning, M., & Martell, J. (2016). Reading, Writing, and Talk: Inclusive Teaching      

            Strategies for Diverse Learners, K–2. New York: Teachers College Press.