I enjoyed the chapter by Herb Kohl. His thoughts on "teacher talk and student talk" really got me thinking how my language affects my students learning and behavior. Previously I would have never made a connection between the two. I will certainly pay closer attention to what I say and how I say it from now on, because like many of the examples he gave in the book, I have a "core" group that listens, while approximately 30 to 40 percent of the students are zoned out. While I have asked a student what the problem is, like the author did with Julia, that is more of the exception than the rule in my classroom. I need to work on getting feedback from my students.
Unfortunately I did not enjoy the chapter by Geneva Smitherman as much. While I agree with some of the points she made, I have trouble with some of the others. I agree with the joke about Americans only speaking one language (p173) and I think Americans have a very limited world view as a whole. However is "Black English" really a language? I believe we should accept the use of it in the classroom, but not teach it. Children should be aware of the differences and cultures in America, that make us who we are, but should learn correct grammar in order to prepare them for what may lie ahead.
The piece by Joan Wynn broke my heart. To read about intelligent students who were unable to speak out, because they "don't speak right", just seems to prove the point I just made. These students needed proper English to feel comfortable in order to particpate in the journalism awards. They were intelligent and obviously gifted students and writers, yet did not want to ask questions. And as the author stated, the others were denied hearing their voice. I feel we need to accept each childs language as valid and worthwhile, but teach them how to be correct. I do not feel that one language is superior to another, but one may more appropriate in situations than another. To put it another way, think of a formal place setting. There are three forks, two spoons, a knife and a butter spreader. Each night when I set the dinner table, I do not set the table this way. However I do know what each piece is and how to use them. You start with the outside fork for and work in- the first is salad, then dinner, then dessert. So while I don't eat dinner this way every night, if I am ever invited to dinner at the White House I will know what to do.
Comments (6)
I don't know who I am responding to but...
I disagree with your assessment that the problem was with the young journalists. I think the problem is with our judgment on others when they speak. Why should they be looked down upon when they are the best and the brightest? It is my opinion that we have to get away from the way of thinking your post follows. The culture in power has to be taught that there is no right way to talk and that smart people don't have to talk like a rich white person. As the chapters suggest, this would be a huge undertaking!
Ashley Catlett
Posted by Ashley Catlett | February 6, 2009 9:51 AM
Posted on February 6, 2009 09:51
I disagree also. I think the point the author was trying to make is that the students were able to present their ideas and thoughts and were very successful as they were rewarded the honor of top ten high school journals. The students may have applied their understanding of Standard English. Either way, I do not think it is an issue with the student's education, I think it is an issue with the message that is present in society.
Posted by Elizabeth Griffin | February 6, 2009 10:43 AM
Posted on February 6, 2009 10:43
This is my blog. I guess I forgot to sign my name.
SuSu Watson
Posted by SuSu Watson | February 7, 2009 8:46 AM
Posted on February 7, 2009 08:46
I was thinking about your question: However is "Black English" really a language?
And I am wondering, who says it isn't a language? And who says it is a language? Our government? If a large part of the population is speaking a certain way, with certain mannerisms, and certain tones with deep historical impact...I would say it is a language. The same way that Appalachia people have their own language. There are significant reasons that people speak the way they do.
Posted by Sarah Feinman | February 7, 2009 12:31 PM
Posted on February 7, 2009 12:31
Su Su, I completely agree with you. The purpose of language is to be able to communicate your thoughts. Now, if you are around others speaking "Ebonics", speak Ebonics. But by ONLY knowing Ebonics, you limit yourself to how far and how strong your message can be heard. I think a lot of people are misunderstanding the idea of acceptance vs. usability. We as teachers accept and understand why a lot of our children speak poorly whether it be southern slang, "Ebonics", "Spanglish", etc. However, our role in life as teachers is to prepare children for the world and give them the skills they need to succeed. If we simply accept one's language and do nothing to try and help them then we are in turn limiting that child to what they already know, whether it be big or small. I too would rather my students be "ready to eat at the white house" as opposed to "dining only on fast food".
Posted by Whitney Gilbert | February 9, 2009 10:37 PM
Posted on February 9, 2009 22:37
I think the issue is ultimately about power --- who decides what is "correct" and how that decision impacts those who don't conform to "correctness." The larger critique from all of the authors is how "standard" became "standard" and the hierarchical nature of standardization. If language was on a more equal and level playing field -- where it was taught universally in ways advocated by the authors -- our world would be a different place.
Posted by Alecia Jackson | February 13, 2009 10:58 AM
Posted on February 13, 2009 10:58