Teaching Multilingual Children- Connections

I connected this article to Delpit when talking about the codes and rules of power. While the topics are not exactly the same, I was a similar outline.
Teachers have to know how to deal with multilingual children when thinking about their home lives and how to avoid offensive content, while still covering everything in the curriculum. In this situation the unwritten Delpit rules are applicable to the teachers more than the students.
Teachers no longer have all of the power by knowing most of the needs of the classroom as a total. In some cases the students may have more power when discussing certain languages, and there may be different levels of disadvantage/advantage among students that teachers have to account for.

"Academic language does not come to kids automatically,just because they are in a dominant English-speaking locale. Academic lan-
guage is context-reduced and intellectually much more demanding. Context-
reduced communication relies heavily on linguistic cues alone"(Collier 225).

"Those with power are frequently least aware of - or at least willing to acknowledge its existence. Those with less power are often most aware of its existence"(Delpit 24).

In this case, the teacher has power but doesn't realize it. For example, as an English speaking instructor, I would assume that my students can understand the basic structure of sentences and how to make sentences in a conversation. If I am teaching an ESL student, they are grasping at what they know of their own language to understand what I am saying, when I think I'm being very basic. Academic language is important, but it has to be used so that all students get a fair understanding of the content.