Monday, September 14, 2009
Inquiry 2
I had a surprisingly emotional response to the introduction to “The Skin That We Speak,” because it is disheartening to find that negative stereotypes associated with language can be instilled into individuals at such a young age. It seems by the time students are receiving their secondary education that the misinformation and misconception of other languages will have cemented itself into an irreversible bias. I feel discontented that we aren’t made aware of the highly complex and systematic nature of AAL until reaching college. I feel that if it was required that students were made aware of the legitimacy of AAL that it would eliminate some of the discrimination AAL speakers experience. This introduction compelled me to imagine if the language I was first immersed in and that I identified myself with was not the “language of wider communication.” It is discouraging to know that speakers of AAL are subject to such harsh judgment regarding “their intelligence, family life, future potential, or moral fiber every time a sentenced is uttered.” Even more revealing is that even the knowledge that AAL is not inferior to LWC has not caused a shift in attitude or helped to narrow the achievement gap. While Jones suggests that teachers’ attitudes towards AAL affects student learning, she also notes that this is not the only factor at play. I would like to know what else can be done to increase our awareness and deepen our understanding. What is expected of me as a future English teacher in addressing this issue? How will I acquire the necessary skill to teach LWC by using AAL as a springboard? How will I tell students that they cannot express themselves in the language that is most comfortable for them? How can I justify to them that LWC must be substituted for the language they know otherwise they will not be given the same opportunities? Unfortunately, there seems to be a moral issue bound up in language diversity and I wonder if I will have to compromise any values to be an effective teacher.
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Im going to respond to this one now!!
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ReplyDeleteIn Shuaib Meacham’s essay “The Clash of “Common Senses”: Two African American Women Become Teachers,” she interviews two young, black women about their childhood, and how it was different because of their language; she also asks them about their lives and how language affected it now that they are teachers. Both faced numerous challenges because of their language. Linda spoke Black English and wanted to go to college to get a “Black experience.” She was the first person in her family to obtain a post-secondary education. Linda felt that she was able to achieve this because of the support of her family and friends. She did have some difficulty when she worked with other teachers. They would correct her language when she spoke to students; they stereotyped Linda as not knowing all the rules of Standard English just because she is black. Tanya, on the other hand, is well versed in Standard English. Her parents taught her this language as she grew up. Even though Tanya was completely knowledgeable of the language, she was still stereotyped like Linda. The only difference was that Tanya was prepared to fight this obstacle. Each woman had their own struggle with their language. They wanted to learn both languages yet still identify with their Black culture. As teachers, I believe we should teach students to embrace who they are; we should teach them to be proud. As a teacher, one should teach students Standard English, yet let the students be able to hold on to their root language. To become more prepared, student teachers should have to have encounters with students who speak differently than they do because the only way a teacher can teach is to figure out how a student can learn.
"The only way a teacher can teach is to figure out how a student can learn." This seems like a simple statement, but I think that it represents a radical shift from traditional teaching (in which the teacher does things his or her way and if students don't learn, they fail and are labeled "unmotivated"). It might even contain the answer to the dilemma of linguistic diversity in the classroom. I think you'll love reading Nancie Atwell's take on reading and writing workshop in 3202 to figure out what exactly this shift looks like in a classroom. Super insightful posts!
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