As I was reading Dowdy’s article about her struggle with her dialect as a child and Delpi’s article describing the issues with language and ebonics in the African American community, what kept coming to mind was how these same issues are comparable to that of local southern culture and language. Not to in any way to lessen the challenges faced by slaves or a people oppressed, but the similarities with the language issue is similar. People who are a minority or grow up in a culture where dialect is a part of their “home” language face this challenge as they attempt to communicate with others in the mainstream of society. I live in a community that has a rural population with a large group of “good ol’ boys.” What is true in their cultural history and is still true today for some, is that if they strive to become more educated than their parents or family and as a result begin to speak differently, they are accused of “puttin’ on airs”. This seems similar to Mrs. Obama’s comment about “sounding white.”
The people who begin to use a more formal language or the language of the majority of the population sound differently than their friends and family. This is awkward and challenging for everyone. Often this is when they are scorned and told not to “rise above their raisin.” This issue seems to be common in many cultures with many languages and people.
Something that we as educators need to be cautious of is assuming that a student has lower cognitive abilities based on the pattern of their language, especially if it is representative of their culture. We need to rid ourselves of preconceived notions. We also need to also be aware of the challenge and responsibility we face to incorporate students’ cultural heritage in our instruction. This not only builds relationships with our students, it boosts their interest in learning as well as opens the door for tolerance and learning about each other. School needs to be a place of acceptance. Students need to be able to feel free to express themselves so that they are valued and not feel they need to hide who they are or where they come from.
At the same time, schools have a responsibility to teach students how to survive and work in the society where they live. They need to have the skills to acquire employment. Along with embracing the heritage that different students bring, we need to teach the language (written and spoken) of the mainstream population. I have recently witnessed a bias based on a person’s manner of speaking. I was present when a person, who was new to a group of people, was sharing ideas about education and teaching. Her misuse of “proper” grammar reduced the other’s opinion of her.
I loved the idea that Baker outlined in “Triangualism” of studying students’ home languages and comparing them to “formal” English. This gives the students the notion that we have different languages and they can choose which one to use. They don’t have to feel that their way of speaking is wrong, just different.
Susan Hines
Comments (4)
Susan, I really liked your post because it focuses on a different, yet more personal, to me at least, portion of the linguistic argument. (I focused on Hispanics) As a reformed redneck, as my mother calls me, I totally understand what you are arguing that those of us whom sound proper, suddenly are kicked out of the southern game due to their accents. I like the dualities of both of our posts, sounds rather arrogant I know, but I think that our point is that focus should be on students and not their language, yet as you mentioned, that is not always the case.
Posted by William Byland | June 6, 2010 1:01 PM
Posted on June 6, 2010 13:01
Susan, Your comments are very simlilar to what I have come to see as being the correct way to deal with the various dialects in my school and classroom. I have been very guilty of trying to take the country out of some of my students, telling them to speak correctly. Now I feel it is very important to embrace who they are and where they come from but to show them at the same time the standard way to speak. I want them to have any opportunity to succeed at whatever comes their way as an adult. Whether it's right or wrong, and I do believe it's wrong, the world is and will always be judgemental based on certain misconceptions, such as the "correct" way to speak. I believe we can teach them this while at the same time keeping who they are intact.
Posted by Linda Bohland | June 6, 2010 1:51 PM
Posted on June 6, 2010 13:51
Susan, I agree with you that we have to teach our students so they have the skills necessary to survive in our society. Although we should teach them to be themselves and to feel good about who they are. Allowing for a place when it is okay to express themselves openly as they wish, using their mother tongue but it would be remiss to think that it is not just as necessary to teach standard English and how to use it to express themselves both when speaking and writing. This is what will be expected when they have to face the world in the future, either in furthering their education or pursuing a career.
It is a sad thing and I have seen it in my own circle of friends and family that when you speak a little different or try to share things you are learning some people will quickly remark as to how “uppity” you are since you got educated. This is hard as an adult so I know this is a real struggle for some of our students, especially in the upper grades. We must continue to make school a place where students feel welcomed and important, embracing their heritage and teaching what they need for the future.
Posted by Tracy Icenhour | June 6, 2010 10:47 PM
Posted on June 6, 2010 22:47
It is not always a black and white issue. Thank you for rasin’ the issue of different white dialects. I grew up “poor white trash” in South Georgia. All that really means is that we did not live in town, have a phone or TV. My parents worked for minimum wage and we are a very large family. Many of my teachers treated me with distain even though I was able to complete the work. In their eyes, I did not dress and act like the town folk and that made me unworthy of their time and attention. I make a point each year to understand the economic background of my children, because sometimes children are expected to care for younger siblings, cook dinner and do laundry. This can have an affect on the quality of homework and teachers need to be aware.
Elizabeth Achor
Posted by Elizabeth Achor | June 8, 2010 4:18 PM
Posted on June 8, 2010 16:18