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Traditionally, English instruction has focused on the "correctness" of students' use of language and grammar, which has marginalized every child who has mastered one of the many English dialects, such as African-American Vernacular English (AAVE) or "Spanglish," for lack of a more official term. Educators and researchers are now learning that spending precious classroom time to rid students of their native vernaculars is harming their school and standardized test performance. In classrooms that teach towards comprehension rather than correctness, students enjoy their studies more, their grades pick up, and their standardized test scores rise. (See Moving Students Towards Acceptance of "Other" Englishes, NCTE 2016)
Banned Books
This is an issue that has plagued the literary world since the printing press was invented, if not earlier. Today, teaching literature in K-12 schools is extremely difficult: most of the young adult literature being published deals with "hot topics" that a lot of parents and school boards don't want to include in formal teaching. The National Council of Teachers of English has provided help to teachers who have to lobby for the books they want to include in their instruction, such as the beloved To Kill A Mockingbird and the precocious Junie B. Jones series. (See the complete list of challenged books here, NCTE 2018)
English Engagement
In a world that is increasingly focused on STEM learning and careers, many people have begun to look down on English instruction, claiming it's old-fashioned and unnecessary. However, the English classroom helps students develop the critical thinking, analyzing, and communication skills that STEM fields rely on to spread ideas and knowledge. (See Why Should We Study English Literature?, Student Edge 2018)
While I have strong feelings about each of these issues, I am most passionate about including and validating English vernaculars in the classroom. Language is not an exact science, so who are we to say that one dialect is better than any other? One of my professors, Dr. Chris Crowe, told a story of when he published a book set in Missouri that included the phrase "kitty corner." One young reader was indignant at this usage, and informed Dr. Crowe, "You did it wrong! We say 'catty corner'!" This child was secure in the legitimacy of his language, just like the thousands of young students who employ an English vernacular. Who are we to tell them they're wrong, when we might be the ones saying "catty corner" incorrectly?
While I have strong feelings about each of these issues, I am most passionate about including and validating English vernaculars in the classroom. Language is not an exact science, so who are we to say that one dialect is better than any other? One of my professors, Dr. Chris Crowe, told a story of when he published a book set in Missouri that included the phrase "kitty corner." One young reader was indignant at this usage, and informed Dr. Crowe, "You did it wrong! We say 'catty corner'!" This child was secure in the legitimacy of his language, just like the thousands of young students who employ an English vernacular. Who are we to tell them they're wrong, when we might be the ones saying "catty corner" incorrectly?
My heart sank when I read that in schools where teachers are focused on ridding children of using common native vernaculars it was harming their school and standardized test performance. I grew up in Hawaii so of course I am familiar to this topic. It was not uncommon to hear pidgin in every classroom from Kindergarten to senior year. The use of pidgin in my classrooms made me feel comfortable and carried an intimate touch to the traditional classroom setting.
ReplyDeleteThis is such an interesting topic because it expands to students who speak English as a second language. I work in the writing center, and one major concern with writing is that attempts to make students write like "natural" or standard English speakers may actually sacrifice and limit forms of thinking and uses of rhetoric. People argue that it will help students address their English speaking audiences effectively, but can concern for the audience be taken to far? I absolutely think so, if it sacrifices the students way of speaking, thinking, and expressing thoughts.
ReplyDeleteThe discussion about language -- with comments based on respecting the individual and their natural inclinations -- derives very soundly from a Romantic point of view (nature, the individual...) FYI
ReplyDeleteI think the topic of vernacular dialects is very interesting. One thing that I point to as an example of the importance of the vernacular is Huckleberry Finn. There is a unique form of communication in each Region and that needs to be celebrated, not corrected. What are your suggestions for how traditionally formal modes of communication (such as essays) should be treated?
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