By allowing students to switch between the primary language and the one they are learning, they are able to continue to make connections between the two languages, as well as further develop each language. Students can use experiences from both sides, strengthen what is being learned, and feel more confident. Teachers need to make sure that students have chances to do this. They can use oral language and communication with others to help the students learn. Dialogue journals can also be a good thing to allow the students to use both languages, and the teachers can see where the students are in their learning, find ways to help them, give individualized feedback, and so on.
I think that this could apply to children with Appalachian dialects, especially the use of dialogue journals. Students can write freely without the need to focus on spelling and/or grammar, hold on to what they know as their dialect, and the teachers can assist them and learn more about them on this level.
During a teacher centered read-aloud, the teacher is in control of how the discussion and reading goes. She is the one who is guiding the questions, possibly reading the story, and maintaining how things in the classroom go. However, when the read-aloud is student centered, the children have more control over their learning. They are able to discuss with classmates, work out ideas by bouncing them off of another person, and generate their own learning in a way that is not as possible with the teacher centered approach. Both can be beneficial, but it depends on the task(s) and the situation(s) as to which is more appropriate at the time.
Related Resource:
This is a directory for resources on teaching Appalachian topics in school, that has many categories, including literature.
http://www.appalachianstudies.org/resources/K12/ASAs_K12-ResourceDirectory.pdf
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