As I read the introduction, I was somewhat amazed. I know that we form opinions and beliefs at a very young age, however I had no idea that young children would already have developed attitudes and judgments about African American speak, or any speak for that matter. Yet the more I thought about it, the more I began to think how often I pass judgement on someone when I hear their voice on the radio, or tv, on the phone, ect. Haven't you often tried to figure out what your favorite radio commentator looks like? I am sure we all have an image in our minds, based on simply hearing their voice.
I somewhat identify with the Trinidadian author of the first chapter. I instantly knew what the title of her chapter said. I asked my boyfriend whose parents are from Equador, and he had no clue what the title of the chapter was. I have a very southern accent, and it wasn't until college that I really realized it. My first year teaching I taught at a very wealthy public high school in Cary, outside of Raleigh...it also is a very northern school. Many families in this area relocated to Cary from New York and New Jersey. Students would often have a hard time understanding me, which made me very conscious of my speech.
I feel as teachers, it is our job to prepare our students for the world that lies before them to the best of our ability. Therefore, I think we must teach standard english. Our world is a very cruel one, and if we want to best prepare our students for it, we would be doing a diservice to our students not to give them the tool of standard english. I think the ability to switch between two forms of language is an incredible skill. I often think of my ESL middle schoolers, and most recently one of my 7th graders who was going to translate for her father and her elementary school sister's conference. They are little people doing grown up jobs.
The second chapter made me think about one of my students in particular. He is an African American male, and an extremely bright, overachieving student. He speaks well in standard english, has excellent manners, and is involved in many afterschool activities. His parents recently had a conference with his teachers, expressing the concern that the student was not only struggling with his self esteem, but feeling isolated from his African American peers. He was being told that he was acting "white" and speaking "white". In this case, is my student suffering not because he doesn't speak standard english, but because he doesn't speak black english?
Sarah McMillan
Comments (5)
I absolutely agree with you that your student is experiencing social isolation from his African American peers! It sounds to me exactly like what Joanne Kilgour Dowdy experienced in her neighborhood growing up. It particularly reminds me of her story of playing ball with the neighborhood kids. It was obvious, even though they shared the same neighborhood and skin color, that she was ostracized for using a language/dialect not used or respected by her peers. Rather than gaining her the social standing her mother was hoping for by having her learn Standard English, in this particular instance, it set her back. While I was thinking about this and whether I see this type of thing in my classroom on a day to day basis, I realized that, so far, I have not really considered the fact that this isn't necessarily an issue of race or country of origin. Not all African Americans use the same dialect, some speak Ebonics, some Standard English, and countless other languages. The same goes for Caucasians or Spanish speaking peoples or Germans and the list goes on and on. I think one problem we often deal with is that many people assume that one race or culture uses one particular dialect which makes them more or less intelligent (which I highly disagree with!). This is absolutely not true. The biggest issue to discuss here, I suppose is whether a certain person is using the dialect most accepted by their "peers" versus using a dialect most accepted by a region as a whole.
Posted by Allison Reese | May 23, 2007 8:18 PM
Posted on May 23, 2007 20:18
I identified with many of Sarah’s points in her response. I always hate finding out what radio D.J.s look like because I always have a way different imagine in my head. I am glad to know I am not the only one who imagined what someone looks like based on their voice.
I too see children who can translate for their parent’s; the only difference is mine are five. Every year I have been fortunate enough to have at least one kindergartner who can translate to those students who speak very little English and often will be called over to translate to a parent. It amazes me that someone so little can have such a wonderful grasp on their own home language as well as English.
Sarah’s last statement about one of her students being too white was heartbreaking, but we see it each day. It is so sad to me that we must put a race on how we speak, but it is so true that we do. It sounds as if Sarah’s young man has a firm grasp on Standard English, but in this process may have lost him home language and is now suffering because of this.
Posted by Lisa Outland | May 24, 2007 4:14 PM
Posted on May 24, 2007 16:14
Sarah,
Thank you for your candid response in your comments about making judgments about people we hear but don't see. Of course we ALL do this, and it is NOT ALWAYS intentional. However, it says much to us about our own positionality and privilege in the world.
Your other two comments about your students are important. I too taught Black adolescents who were accused of being "too White" and I witnessed the identity loss that they suffered as a a result. It was not my place to help them to make a decision but to support the ways in which they wanted to craft their identity via language. It was a complicated, political, and social process.
Another thing -- I recently read an research article that concluded that Hispanic children should never translate for their parents because of the power structure that is privileged in Hispanic families -- just FYI.
Alecia
Posted by Prof. Alecia Jackson | May 24, 2007 9:45 PM
Posted on May 24, 2007 21:45
I had a very similar experience in college. I went to a school where a large majority of northern students attended. I was not aware until I went to college that had a "southern accent". Being made fun of was rather disturbing to me very much changed how I talked. I changed words to a more northern accent and that even continues today in my speech.
I think we do need to be aware of our students and how they talk with their peers. It is how they identify with each other. It is important to remember that it is our responsibility as the teacher to teach them proper english. If they choose not to use it, that is their choice.
Beth
Posted by Beth Rigsbee | May 24, 2007 9:59 PM
Posted on May 24, 2007 21:59
Sarah,
Hello! I agree that we need to better prepare our students for the world before them. We could help by teaching SE from the time they start school until they graduate. I teach 4th grade and this year our school opted not to get Language textbooks. Not that you need a textbook to teach grammar, but it showed me that my administration did not care enough about it. I think this is happening in all grade levels. Grammar/language gets pushed to the back burner, when it needs to be a key subject.
I also have a student that does not fit in well with the other African American children in class because he speaks with correct grammar (most of the time). The others are not mean to him, but you can tell that they think of him in a negative way and they do not always include him. I wish society wasn't like this.
Posted by Andrea Lehman | May 25, 2007 2:07 PM
Posted on May 25, 2007 14:07