Initially while reading about Ms. Dowdy's experience with language as a child I felt empathy for her need to identify herself while trying to please her mother. I must admit that I had never considered it a child's choice to speak standard English or their own dialect. In fact when she wrote that her brother and sister rebelled in order to preserve the identity of their heritage there were faces from my school years that came to mind.
Having attended school during the desegration years in Forsyth County I have witnessed first hand the difficulty of understanding each other through diverse languages. As I read the Ernie Smith chapter I was turning to every footnote to try to understand many of the terms. Never before had I considered the double standard or difficulty non-english speakers and black students must live. To be forced to speak in an uncharacteristic way in school or public and another at home must be a tremendous burden.
For these students to be mislabeled as language disabled due to their heritage is subtle discrimination at its highest whether it is intentional or not. And for those students who are truly at risk does this not put we as eduators farther behind as we try to teach them?
I agree that in today's society our diction, speech and writing often identify us as intelligent or otherwise. But should it not simply identify where we come from and who we are rather than be tied to intelligence? I also feel that standard English should be taught but not at the expense of anyone's heritage or personal identity.
Many parts of our country and state have very different and colorful expressions that are used in that area. For example in the county I live and work in there are residents who use the expression "up yonder" and "feeling pert". Just because we many not understand these terms does not make the people who use them less intelligent. As in the experiences of Ms. Dowdy and Mrs. Smith their lives and educations were quite successful not despite their struggles but rather because of their language decisions.
Shouldn't we as teachers remain open-minded and embrace the cultural differences within the classroom and to celebrate their uniqueness? Shouldn't we educate our students to these differences and work toward squelching cultural bias based on language? I feel that we should strive to preserve these differences and identities while offering our lessons in standard English not because it is more intelligent but because it is currently the most accepted in our world today. Where else but school can these lessons be taught objectively?
Can we help our students feel good about and promote learning of what to them is basically a second language for its rightful purpose?
I admit that I am developing a new perspective already after just two chapters.
Comments (5)
Sara,
I agree that it is tough on a child to have to choose between Standard English and their own dialect. I consider myself fortunate that I did not have to go through choosing which dialect I should be using as a child. There were a few Southern Dialect terms that I picked up on as a little girl. Later through the modeling of my friends and teachers, I began to correct some of these dialect issues and began working on making certain I was using gramatically correct Standard English since this was the dialect of the people around me.
I totally agree with you that it is discrimination to mislabel a student as language disabled based upon their cultural background. I do feel as you do that our dialect whether it is SE, ebonics, or other, is what identifies who we are. It is important to know SE, but just as equally important to remember where we came from. The uniqueness of everyones culture is what makes individuals beautiful and special.
Linda Younts
Posted by Linda Younts | May 24, 2007 7:40 PM
Posted on May 24, 2007 19:40
Sara,
So glad that you feel a shift in your own perspective after just two chapters. I am glad that you are so reflective!
Your comments about the very real necessity but at the same time the dangers of hierarchy concerning language difference and identity are brilliant. Keep thinking critically!!
Alecia
Posted by Prof. Alecia Jackson | May 24, 2007 9:34 PM
Posted on May 24, 2007 21:34
Sara,
You are exactly right that we should not hinder a child from learning due to their language and at the same time, they should not feel inferior because of their language. It is a shame that our society looks at phrases people say and develops opinions on their intelligence. This is where our job as a teacher is crucial. I enjoy having the unique challenge to find a way to teach children language skills that will enhance their ability to communicate. I also will continue to find ways to reach all children and am eager to read more in this book and see the author's point of view even clearer.
Beth
Posted by Beth Rigsbee | May 24, 2007 10:09 PM
Posted on May 24, 2007 22:09
sara and beth,
our job is indeed "crucial". perhaps it is that challenge to teach all children that brings us all together. we do have to find unique ways to help children communicate and learn SE. with my kindergarten children i teach all of them simple sign language so that we all are learning a new language...just simple things like...bathroom...sit...stop...yes...no...eat...nap. sign language puts us all on the same page and it helps my non-english speaking children and my severe speech children communicate with each other and me. just like you, i find that intelliegence is not measured by language. though most of my hispanic children entered my kindergarten classroom not able to speak any english, they are all leaving me in a few days able to read on grade-level. though their journey to standared english is different than my blacks and whites, the end result was the same. they are all intelligent and giving. and one thing that is the same of all my children is their laughter. i find that breath-taking...at the beginning of the year the only sound that is the same is our laughter...so that is always apart of our days together.
donna byrd-wyatt
Posted by donna byrd-wyatt | May 25, 2007 5:52 AM
Posted on May 25, 2007 05:52
Sara,
I too have noticed and/or wondered about the number of children being diagnosed for special education and taking a look at their language. I have noticed at my school in particular, there are a large number of hispanic children in self contained special education. I wonder if they are really having their needs served, or is the language barrier that is prohibiting them from being properly identified and served. Should they really be placed in that category or would they benefit more from english language instruction?
Many of my students who don't participate in class as much do not speak in standard english. I am beginning to wonder if I have not done my job in making them feel comfortable with their language and speech.
Sarah McMillan
Posted by Sarah McMillan | May 25, 2007 4:00 PM
Posted on May 25, 2007 16:00