Validating Vernaculars: Five Theses

Each student uses letters like these to shape his or her thoughts. Should English 
educators punish them just because their letters are arranged differently?

Over the last two weeks, I have written about some of the trending topics of English education and linked them to historical and communication contexts. Today, I'm taking one of those topics—validating the many vernaculars and dialects spoken by students—and composing five claims to drive my argument.

First, a brief review. English education has largely focused on instructing students in the traditional dialect of American English, grading on "correctness" rather than actual comprehension and engagement. Researchers are now finding that when teachers accept the individual vernaculars of their students and focus on comprehension, student grades and standardized test scores rise.


Theses

• [Policy Claim]
  Despite the value of sharing a common language, English instruction should be less concerned with enforcing a hierarchy of dialects and more focused on engaging students in literature, critical thinking, and writing.
• [Definition Claim]
  Validating the various vernaculars of today's students is not a threat to the English language, but rather a celebration of the fluidity and creativity at the core of our language by including a diverse base of readers, writers, and speakers.
• [Comparison Claim]
  Just as students of all races, genders, and socioeconomic classes are welcome in every classroom across the nation, students with English dialects that differ from the traditional must be equally welcomed and accepted in this multi-cultural educational setting we live in today.
• [Evaluation Claim]
  Although learning how to accept various dialects in English classrooms will be difficult for many of today's educators, doing so will increase student engagement, comprehension, and standardized test scores.
• [Causal Claim]
  Our nationwide phobia of the "other" has led to a paranoid lock on the English language, allowing educators to dismiss all English dialects that contradict the standard. This fear and resulting attitude toward the English language is harming our students who have mastered the use of one of many English dialects.

While writing these claims, it was interesting to see how each developed its own focus within my research and ideas about English vernaculars and education. While the first argues against the belief that a common language is necessary, the second highlights the diversity available within English dialects. Each is unique! This was a great way to shape my thinking.

Image Credit: "Text, Rug, Paper" by Sandra Chile is licensed under CC BY