Talking Points - Volume 23, Issue 1, 2011

Curt Dudley-Marling considers the labels we attach to students as metaphors that actually help shape our realities of those students.

Kathy Whitmore, William Poock, and Anah Malamut present two cases: a third grader labeled “struggling reader” and an eighth grader labeled “learning-disabled.” They explore how the teachers’ and students’ perceptions of abilities changed when they used more authentic learning experiences.

Sally Brown describes how Tomás, a second grader labeled both ESL and “at-risk,” was able to become a resource to others when he engaged in inquiry using technology.

Kim-Marie Cortez-Riggio documents how using digital literacy transformed a “resource-room kid” into a fifth-grade classroom expert.

Lucy Spence introduces us to “generous reading” through her story of Vidal, a fifth grader. When we read Vidal’s work with a generous lens, he is positioned not as a limited English speaker or struggling writer, but as someone who can already write well in specific ways.

Readers can find expanded resources about the issue of labeling in Kathryn Mitchell Pierce’s thoughtful column, Professional Book Talks.

WLU President-Elect Rick Meyer connects the issue of labeling to whole language pedagogy.