RES 5530: Race, Class, and Gender in Literacy Research (Spring 2009)

Hi. As I read your reaction I couldn't help but think back to my first classroom of kindergarteners. I had just finished college and was filled with all kinds of knowledge that I wanted to implement well. When I was an undergraduate, I had this amazing professor that spent a great deal of time talking to us about child development and the importance to respecting and honoring the home that helped that child developed. For much of his class I sat mesmerized by his stories and I couldn't wait to create my own stories. One thing I remember clearly was his insistence that a child's culture and language be a part of your classroom - that you appreciate what they bring to the classroom and encourage them to be proud of where they come from. With that in mind, I tried to do the same in my classroom. I didn't focus on correcting my students' language mistakes and instead celebrated the beautiful differences that they all brough to the classroom. This worked well until I had a suggestion from a parent. She told me that she wanted her daughter to speak as I do. She begged me to please encourage and correct her speech so that she could learn to speak English properly. I shared with her my reasons for not correcting the students' home language and she appreciated where I was coming from but she also knew, as an adult with what she called a 'ghetto' dialect, her daughter would struggle when applyisng for jobs, interviewing for scholarships and college, etc. She had been there and didn't want her daughter to have as many 'mountains to climb' (also her words). So, I did my best to do both. I made sure to bring in multicultural literature so all my students could see themselves in the characters. I made sure that we talked about the strength of different cultural groups within the literature, with the hope that all my students could see the possibilities and opportunities before them. I also tried to make small corrections in their speech even though I felt awful telling a kindergartener to speak differently. For awhile they just looked at me, unsure of what I was trying to say. So, yes, I can agree that overall standard English is a universal language that is expected for success but there are ways for us to make sure that the language that students first learned is valued and respected. However, wouldn’t it be quite a success if we could teach all of our children to respect the many languages they will encounter throughout their lifetime? Wouldn’t it be something to see if as our children today grow into adults they don’t scoff at the sound of a foreign language being spoken in public but instead revel in the unique melodies?

Whitney,

I, too, was struck with the deep emotional hurt of both writers. While I sensed the bitterness of these authors, I thought to myself, "Why wouldn't they be?". And yet, what is most striking is that both Dowdy and Smith were afforded opportunities because of their abilities to speak "proper" English. You are right--Ernie Smith would have been trapped if he had only learned Ebonics. I find it ironic that even Walter N. (a "player") knew that in order for Smith to be successful in hustling at the next level he needed to learn "proper English". As I have watched the news this weekend, I have been reminded again of the cultural diversity of the news team. It is so obvious that each station or network is trying to present a culturally diverse environment. However, no matter the color of the speaker "white" comes out of the mouth. I do not know the originator but I have often heard, "The art of communication is not just to be understood but to avoid being misunderstood". There is a reason why "Standard English" has that name--there has to be a standard so that true communication can take place.

As an educator, I want to value the language of each student. But I also want each student to value being heard and value the ability to communicate with a vast audience.

Whitney,
I agree with you when you say English is the universal language and when spoken properly, doors can be opened by the relationships that are built through conversations with others who can speak the language we deem "proper". This is why I think it is important for our students, and others, to understand there are different ways to speak the language. I think the authors of the passages experienced success, and some of the success they experienced was a result of learning the "proper" form of standard English. But, I also think they felt unsuccessful in certain areas of their lives. Specifically Dowdy, who mentions the disconnection with her peers in the article.

I forgot to sign my name to the comment above.

Sometimes the statements that are open for the most controversy speak the greatest truth. I could not agree more that "in the real world," success comes in the speaking of standard English. However, I also believe that people should do their parts to create respect for all languages and groups of people.

As a child, I knew quickly that I should learn to speak "properly." However, by high school, I also realized the importance of learning to communicate in more than one language. I paid close attention in Spanish class and attempted to practice my newly-acquired language everywhere I went. I would love to continue learning languages just because I realize the impact it can have on people.

I have had a very difficult student this year. He has ties to gangs and violence, and he completes little work for any teacher. However, by simply speaking to him in Spanish (his native language) a little each day, he has learned to respect me a little more. He laughs with me and usually does his assignments for me. By seeming to care, I might have possibly made a small change in his life.

This is just one example of how language can be unifying. In my class, he does not feel completely alone or different. If the whole world took on this view of language, perhaps standard English would not be so imperative. However, in reality, it is definitely beneficial in life in the US to speak "standard English."

Whitney,
I would have to agree with you, both writers seemed bitter but for completely different reasons. One common thread throughout everyones thoughts and ideas is conformation leads to success. For most people we consider that to be true. When we look at black people whom we consider sucessful, everyone on that is on list is well spoken, with the exception of 'rappers' and a few athletes. Denzel Washington, James Earl Jones, Barack Obama- these men use standard english. True they may know Ebonics but they don't use it in their public life. However, what about people who don't have the same view of success. I know people who don't want their children to "get bove their raisin". Are they to be condemned because they don't have the same views of success as the rest of the world?

Whitney,
I believe you and the ladies that have responded to your entry are expressing some of the same thoughts. We all picked up on the bitterness of these two authors, but it seemed as though their particular situations did not value their home language or their life outside of the classroom. I agree that there needs to be a standard, each of us as an educator has a set of those that we must adhere to as we present our lessons. The variation enters in our individual presentations of the lesson. The concept remains the same, the delivery may vary. Language I am beginning to think is the same way. We have a standard to follow, the notion of standard English. I do not think it is to oppress anyone or cause a hardship to anyone who enters our country. I think we do an adequate job of translating this standard to reach as many different groups of people as possible. There is always room for improvement. However, our goal is that as educators we take these new residents and their native language and equip them with standard English as a way to find more successes within the country they have chosen to reside. We take them as they are and slowly, deliberately build connection between their native tongue and the tongue of their classroom. We do not negate what has already been poured into them or deliver a message that only one language is allowed, and it isn't the one you walked in with. We educate them, we do not demand or provide ultimatums for a lack of standard English. That is a reflection of a poor educator. I am corrected everyday in my use of standard English. I am still learning the rules and appreciate the grace shown in my verbal mishaps. Unfortunately, these two authors were not the recipients of grace in terms of their language and literacy choices and acquisition. They were rather members of inflexible classrooms or demanding families thus tainting their perspective on their language development.

It has been my experience that some students react to "proper English instruction" differently than others. Some kids laugh and accept it when I tell them that, "he don't like me," is incorrect English. However, I have noticed that often, kids of a different race respond more harshly to my help (not all, but several kids have displayed this reaction). From their veiwpoint, I am discriminating against them. I have tried different methods of correction, but none of them are a complete success. This has definately been a struggle for me.

I think what helped me to understand the tone and message of these chapters is realizing that White people using and embracing "proper" English is very different from minorities doing the same. As a white person, I don't have much at stake in terms of my identity if I learn "proper" English; that is, I don't lose my identity, I don't deny my culture.
It comes down to issues of power; it is different to correct a White student's speech versus a Black or Hispanic student's speech.
Of course, I also think that "proper" English is a complete construct -- from an historical standpoint. If things had gone differently, we could all be speaking Spanish in this country right now....