How should we act as we interact with students whose language use and literacy practices are different than our own? Why do you say this?

For this task, please read Shirley Brice Heath’s classic article, “What No Bedtime Story Means.” The research it’s based on was actually done in South Carolina (cool!), but that doesn’t mean it’s of regional interest–this is an internationally famous and foundational article about literacy, which is why you need to read it ;). Purpose for Reading this Article: As you are reading, pay attention to the ways children in different racial and socioeconomic groups read. What did they value? What did their parents and communities value? This will help you to answer the following questions. Each question can be fully answered in a thoughtful paragraph.1. In her article, Heath outlines the different ways that children in differing racial and socioeconomic groups read, generally speaking. For each of the three groups listed below, what were the most common literacy practices (i.e., ways in which people read/write/speak/listen) that they used?Maintown (Upper Middle Class White)Roadville (Lower Middle Class White)Trackton (Lower Middle Class Black)2. Of the three groups, which likely had the greatest advantage when they got to school, from a literacy perspective? Why? (HINT: Think about the ways literacy is typically practiced in schools.)3. What advantages do each of the three groups have, as literate beings, which are not typically valued in schools?4. In thinking about these questions, as well as the discussion board (Task A) about “basic” sociolinguistic concepts, what do you see as important dispositions and stances we need to take when working with speakers of non-standard dialects and/or those whose literacy practices differ from the ones commonly expected in schools? TRANSLATION: How should we act as we interact with students whose language use and literacy practices are different than our own? Why do you say this?