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

I feel truly passionate about his because English is my second language. I am troubled with the possibility of an ever changing discourse styles (code-switching) in the classroom. I would like to look further into it. Yes, teaching kids to code-switch is important. Using one's discourse is also quite okay when the audience is of the same discourse. But, could a teacher trying to manage all types of "codes" in a classroom, or should I say, could a teacher allowing all types of codes in the classroom be allowing for a continuation of possible "incorrect" forms of "standard English". For instance, would a discussion with many different codes become distracting to students? Acceptable, yes. In an English classroom? I am not quite convinced. In a blog, yes! In classroom discussions? I am not quite sure. Had I been exposed to many codes while learning English, would I have been learning the incorrect "standard English"? And, if I was, then how difficult would it have been for me to learn the standard? If the classroom is not where standard English is a must, then where is the learning place to learn standard English?

I still am quite confused about all this and need more time to think about it.

Gee and Delpit

1. In the Gee article, it is Gee who is speaking. He is speaking to an audience of either educators or anyone interested in education. In Delpit's article, she is speaking to Gee and those who are familiar with Gee's work. They are both arguing about dominant discourses. Gee says they can't be learned, Delpit says they can.

2. Gee makes an argument and Delpit responds with a counter-argument. They disagree because Delpit thinks that one can learn a dominant discourse and that just because you are not born into it, you cannot achieve it. Also, she argues that major problems in learning a dominant discourse are not always present. By saying that something cannot be achieved, it leaves a sense of uncertainty and hopelessness with teachers and students alike.

3. I might enter the conversation by responding to both of their articles. I would mention Gee's argument, agree with Delpit's argument and then introduce my own experience and knowledge, especially since English is my second language.