Connecting home and school discourse
Children’s first literacy experiences take place in homes embedded in families’ social practices and language interactions representing the primary Discourse system. Children’s home or primary Discourse significantly impacts literacy development. Teachers in schools the social represent a secondary Discourse system where literacy learning takes place. For some children, schools fail to build on their primary Discourse system, and as a result, struggle with literacy learning. This study focused on professional development for teachers aimed at supporting their understanding of Home and School Discourse. A qualitative descriptive design framed the inquiry into how teachers talk about Home and School Discourse in professional learning led by an Assistant Principal. Five teachers engaged in three one-hour school-based professional development after school and were interviewed by the Assistant Principal, who was also the researcher. The findings indicated three broad themes in their language around the Home and School Discourse. Teachers storied about their experiences, revealed deficit views or in some cases challenged deficit views, and asserted equity and access issues around curriculum, resources, and professional development. The findings shed light on how teachers talk about Home and School Discourse in focused professional development. Teachers mostly relied on stories and asserting equity and access to school district levels to curriculum and professional development rather than challenging deficit views and engaging in self-reflection.