How can a teacher manage a multitude of discourse and dialects in increasingly diverse classrooms?

When it comes to the current 'typical' classroom setting, diversity is becoming much more common and pronounced, meaning that schools, and by proxy, their classrooms, are exhibiting a much wider range of diversity than ever before. This range of student diversity is only going to increase in the coming years so how exactly do we deal with the numerous discourses and dialects of English that we will be seeing in our classrooms? I think that it will be crucial to stress the importance and need for diversity and difference among our students. As teachers, we need to embrace the many dialects and discourses that come through our doors and help the kids to realize that there is nothing wrong with any one discourse. But the matter of how to teach our students standard English, and code switching between it and their primary discourse if it differs from standard English, becomes a time consuming and difficult task. When numerous discourses and dialects are represented it is important to help the students to preserve their primary discourse while also giving them the tools necessary to participate in the dominant discourse. To do this we might allow the students to investigate language and inquire into the notions of code switching through their own means. For example, Fecho describes in his article that allowing students to make questions for themselves brings them a metacognitive way of thinking about language and allows them to be aware of the need for code switching between the language of their community and the dominant language.

Gee and Delpit Response

Both Gee and Delpit are writing about Discourse, particularly about learning the dominant discourse and literacy, and the application to the classroom. The two organize their writings in quite a different way though. Gee tends to be more dense in his language use, using a lot of complex and specialized terminology and he presents the problem of certain people having troubles learning the dominate Discourse of society in addition to their primary discourse. Delpit, however, disagrees with Gee on the notion that only certain people are able to learn this, saying that with help everyone can break through and become literate in more than just their primary discourse, they just have to be taught. Delpit uses much more accessible language in her argument and she also provides some possible solutions to the issue which Gee doesn't seem to do.
I agree more so with Delpit's views about discourse and teaching children to be literate in the dominant discourse than I do with Gee's views on discourse being impossible for some people to learn. Delpit seems much more in tune with teachers and how we can help our students to utilize the dominant discourse that is the key to power in society while preserving their primary discourse as being important and useful. She says that it is important for teachers to help children know how to use different discourses depending upon their contexts and she provides examples of how people have successfully done so and how teachers might be able to do this.