Paper short abstract:

A Necessity of the Funds of Knowledge Paradigm to Dual Language Instruction: Ending class structures is an analysis of the imperative integration of Funds of Knowledge architctures to Dual Language instruction to remove the influence of class factors in instruction and student-teacher interaction..

Paper long abstract:

Clearly the literature shows that in dual language programs and especially those populated by middle class dominant language students, not only supersede partners from other class and ethnic sectors, but teachers have a tendeny to focus on the former's language needs to the detriment of the latter. By experimenting with a variety of linguistic excercises to offset such a condition but more importantly by introducing "Funds of Knoweldge and Identity" measures and practices and especially those learned ethnographically by teacher observations in parental homes, the class and ethnic biases will be offset by the changing relations between parents and teachers as a consequence. Teachers will become acquainted with the amazing resources of many non-dominant households and the manner in which these households not only survive but excell in their daily lives. They will become familiar with patterns of social exchange of density and reciprocity often missing from nucleated household but importantly with the entire range of knowledge and practices used to sustain and support households often regarded as "marginal." A new class and ethnic knowledge base unknown and unfamiliar will shift many asssumptions and premesis as to the cultural resources children bring to the classroom. In this manner, the issues of class and ethnic bias in dual langauge settings will be reduced and language itself becomes less a carrier of negative values of one over another but an equalizing social mechanism recognizing the wealth of funds of knowledge regardless of class.