In this chapter I thought that their methodology was a little unorthodox. I thought that this was the case because when we measure the child’s academic successes or failures the “teacher” is usually the one that is praised or criticized. The teacher is the primary source of critique. I thought that it was very interesting how the bilingual third graders displayed the intellectual skills that they did. Little did I know that this helps. In the past I had assumed that those students that were bilingual or on their way were at sort of a disadvantage. I thought this way because of accents and their disconnection from the language that their (potential bilinguals) learning.

The reason why I have thought this way about the home research taking priority over the teacher research is because I was raised in a household that I felt gave me a wide variety of “funds of knowledge”. I thought that I have come/am coming out as a successful academically. Times that have not I have always looked to the teacher. One thing that the “Mediate” approach reminds me of is when a rat gets in trouble or fails academically. They immediately look towards the dyke and ask where the dyke went wrong. What I think people don’t realize is the 17 or 18 years of molding on that rat compared to a few months of the dykes molding.