These were very hard chapters for me to read. Although it has been some time since I have been in the classroom, I know what kind of a teacher I was then. While I thought I cared deeply for my students, I did not recognize the brilliance of each one. Delpit asserts, “If students are to acquire a second language form in school, teachers must not only see their students as nondeficient, they must understand their brilliance, and the brilliance of their home language” (p. 42). Instead of recognizing the brilliance of my students, I was totally enthralled with making my students brilliant—giving them the knowledge base, language and skills I thought they needed to become brilliant.
Recognizing the brilliance of my students’ home languages requires an authentic response from me. Judith Baker makes the point that it is not enough to “pretend” to respect a student’s home language (p. 56). And thus, I admit I have a problem. Appropriate language was so promoted and valued in all venues of my upbringing that I recognize I am a product of a system that most values Standard English. I am conflicted as to how I will change who I am in order to truly meet the needs of my students. It is at this moment I realize how much my identity is truly tied to my language also. And, for the first time, I may be struggling with some of the very same issues with which my students struggle. How will I value Ebonics without disrespecting my own home language?
A careful examination of my own life yields credence to Judith Baker’s “trilingualism” although I have never really considered “teaching” all three forms of English. Is the key truly in presenting various forms of English and allowing students to make an informed decision as to which will serve their life purposes best? By providing “motivation first, rules last” will I demonstrate an authentic respect for my students’ home languages? If I demand the very best of my students, ensure they understand their own brilliant heritage, and demonstrate “their not achieving is not the way things should be, but a serious break in the history of the world” (Delpit, p. 46) then am I beginning to recognize their brilliance and true potential? For me, the answers to these questions provide a map for the long journey I have to truly respecting another’s home language and recognizing it as brilliant.
Lisa Rasey
Comments (6)
For me, it's not just recognizing the brilliance of a different home language, it's how to find the time to devote to making that student FEEL that their language is brilliant. I really enjoyed the point you made about "instead of recognizing the brilliance of my students, I was totally enthralled with making my students brilliant." In today's education, we get bogged down by curriculum standards, EOCs, writing tests, etc (at least I feel this way at the high school), and we are held so accountable for these students' success in these areas. I know I've fallen short in recognizing the brilliance of my students, and I'm grateful for getting the chance to realize this!
Posted by Christy Rivers | January 30, 2009 1:51 PM
Posted on January 30, 2009 13:51
Lisa,
I love your transparency. I do not have all, or perhaps any answers to your questions, but I would be willing to say that your incorporation of brilliance in your classroom had a direct effect on their language. By modeling a high expectation, I would believe that you were showing they were able to do more than they even thought possible. I find myself in the same quandry with language. I teach second grade, my area of language expertise operates at that level. Let's talk nouns, verbs, and simple subjects. I do not know how great I model standard English everyday. I should take more time to think and deliberate that point. But, for now, I believe brillance is communicated in more than just verbal words. Don't berate yourself for what has been, look forward to the encounters to come with students and your impact!
Posted by Stefoni Shaw | February 1, 2009 5:52 PM
Posted on February 1, 2009 17:52
Lisa,
I think you are already connecting with your students and you may not know it. You mentioned that you are struggling with the same issues of your students, use that connection! One idea that helped me in the chapters may help you, the description of a student from a different country learning to drive a car.
Posted by Elizabeth Griffin | February 2, 2009 4:41 PM
Posted on February 2, 2009 16:41
Lisa,
Your comment about rather than noticing your childrens brillance you focused on what you thought they needed to know in order to be brillant, really gave me a pause. Do I do that? Am I so concerned with getting information into childrens minds that I overlook the diamonds in the rough that are alrady there? In other words do I overlook emeralds because I am expecting diamonds from everyone? I will need to examine myself closely to find the answer to that. It really is discomforting to examine oneself, isn't it?
SuSu Watson
Posted by SuSu Watson | February 2, 2009 8:16 PM
Posted on February 2, 2009 20:16
Lisa, again you make me stop and think. I really enjoy your insight. Your question about respecting Ebonics with disrespecting your language, immediately made me think of the quote, "you must give respect to earn respect". I think this language issue is definitely a give and take relationship. We very well cannot ask our students to give up who they are to become like us. I am with Judy, give a little, get a little, and let's all be trilingual.
Posted by Cherrita Hayden-McMillan | February 2, 2009 10:03 PM
Posted on February 2, 2009 22:03
What a brilliant post in itself, Lisa!
I am impressed with your level of self-critique and how you challenge your own ways of thinking. Your statement here is indicative of how you are internalizing the issues and applying them to your own situation:
I may be struggling with some of the very same issues with which my students struggle. How will I value Ebonics without disrespecting my own home language?
Rather than taking the position that yours is more "correct" or "standard", you are engaging in a level of empathy that is giving credence to both sides of the debate. Brilliant!
Posted by Alecia Jackson | February 5, 2009 12:41 PM
Posted on February 5, 2009 12:41