In the Intro to The Skin That We Speak by Lisa Delpit focuses on the problem of language diversity within the classroom. She points out that Teachers don’t know how to respond to “Black English” (BE), but rather become judgmental. There have been many studies done to try to pinpoint what is the main reason behind students’ scores between BE and Standard English (SE) speakers, but nothing directs their scores to their language. Delpit ensures the reader that in the chapters to come there will be many strategies on how to approach BE speakers. One reason there is a stereotype with BE is because teachers are taught to teach Standard English and if a student does not excel then he/she is inadequate. But is that really the case?
As we have already explored, different dialects do not predetermine a students’ score, but Delpit brings up a good point: Teachers do not know how to respond to different dialects. Why can’t they? The reason is simple. Delpit explains that, “our language embraces us long before we are defined by any other medium of identity.” Therefore teachers who do not understand the different dialects cannot connect with their students. This is a huge problem.
Since we are all striving to be teachers, how can we avoid making the same mistake in our classrooms as teachers before us have? Should there be a classroom language (i.e. Standard English) and a recess language (i.e. personal dialect)? How should we approach a student if he/she is failing to grasp SE? Should we try to learn his/her dialect to relate or should we be creative and find a balance between the two to satisfy?
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ReplyDeleteChapter 11 of The Skin That We Speak by Lisa Delpit introduces the reader to two African-American women by the names of Tanya and Linda. Both Tanya and Linda have struggled to overcome social and academic difficulties dealing with Black English and the “Black Experience.” Chelsea brings up the questions in her inquiry two – “How can we [as teachers] avoid making the same mistake in our classrooms as teachers before us have?” and ,“How should we approach a student if he/she is failing to grasp SE?” Tanya addresses these questions on page 199 of the chapter.
ReplyDelete“What they could do is say, ‘There’s non-Standard English and there’s modern Standard English and we would prefer for you to use Standard English. If you need help speaking Standard English, then we can go over that,’” Tanya said (Delpit 199). Here, the teacher is able to tell his or her students that they are expected to speak SE in school; however, the teacher is able to use BE to teach these students SE.
As teachers, we should learn our students’ dialects in order to more effectively communicate with them. In order to change the way our students speak in school, we need to teach them in terms of what they know. For example, in order to teach an English speaker the Spanish language, the teacher has to first communicate in English – the language that the students are most familiar with. Therefore, in order to teach a BE speaker SE, the teacher has to first communicate in BE. If a teacher is unfamiliar with BE, he or she needs to take the time to devote his or herself to learning the dialect in order to be an effective teacher.
I would even suggest that you don't need to know the students' dialects masterfully, but rather be able to share with them the idea of "playing the game" that was discussed in this chapter, which the quote you share sort of gets at. It's powerful to be able to tell students that a) there are lots of dialects of English and they're all valid. b) in the world of education and business, though, SE is expected. c) that may not be fair or right, but it's not about to change. d) let's learn how to play the game so you can fulfill your dreams, but let's never forget that your home language is just fine, too.
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