language & geography discussion transcript

5/6/13 6:55 PMTeacher Education at Salem College

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language, dialect, and self-efficacy

From Susan Gebhard at Aug 24, 5:06 pm (255 days ago) +2 votes ,

Post your thoughts about language, slang, dialect, regional geography, etc. Cite sources and add a brief reference list, particularly for your initialpost. Be sure to discuss with one another.

For this performance assessment (which required you to read, comprehend, anyalyze, and synthesize- all important higher-order thinking skills!), youwill receive points as follows (this basic rubric is true for all discussion forums in the course):

10 points - post with substantive support - comments to others in timely fashion throughout the module

8 points - post with acceptable support - comments to others throughout the module

6 points - post with acceptable support - no comments to others and/or all comments clustered near the same day or at the end

4 points - post with minimal support - no comments to others and/or comments all on same day

2 points - post with no support - no comments to others

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From Jennifer Walldorf at Oct 13, 1:48 pm (205 days ago) 0 votes ,

As I look at the prompt for this discussion, I would like to work backwards, answering the last question, ("What about students’ self -efficacy and self -identity?"), and working my way to thefirst question.

After reading Miles Gullingsrud’s article, ”I Am the Immigrant in My Classroom”(1998); Peter Kahn’s experience with Spoken Word, described in “Students Find Their Groove WithPoetry”(Grossman,2004); and the impact the character, Ms. Marcus, had on Lonnie in Locomotion (Woodson,2003) I would say that recognizing a student’s background, cultural identity, andlanguage is the first step in unlocking a thriving and relevant learning environment. Gullingsrud and Kahn both gave their students opportunities to let their students tell their stories. These twoteachers also met their students at their stories and started building there. For Gullingsrud(1998), that meant engaging his students’ native language by learning that language himself andappreciating their culture by incorporating customs into the curriculum in meaningful ways. This work brought not only the students, but their families also, into the classroom. ForKahn(Grossman,2004), that meant affirming his students’ (sometimes heartbreaking) stories and validating their experiences with poetry. The kids could see value and purpose in what they weredoing because they were building on their experiences. Both teachers made learning relevant to their learners. That is also what Ms. Marcus did for Lonnie (Woodson, 2003). She taught Lonnieto write down his thoughts, encouraged him, and affirmed the efficacy of each child in her class. Lonnie’s poem, “Hip Hop Rules the World,” illustrates so well the affirming environment shecreated in her classroom. “Hip Hop Rules the World, Lamont said grinning like someone had told him he had won the lotto. But all it was was Ms. Marcus saying Of course rap is poetry! One ofthe most creative forms! So now Lamont’s writing lyrics and bopping his head…”(Woodson,2003,p. 70). Ms. Marcus has engaged her students, now they are engaged poets. At the very back ofthe book there is a sample for another of Woodson’s books titled, Peace, Locomotion. I have to bring it up because it seems to illustrate so well the point that self-efficacy is vital for stronglearning. Lonnie writes letters to his sister, Lili, in this book. He tells of his next year in school and his new teacher, Ms. Cooper. Lonnie tells Ms. Cooper that he is a poet and she tells him,“Until you publish a book, you’re not a poet, you’re an aspiring poet, Lonnie.” Lonnie goes on to tell his sister that he has gone back to “being a regular boy- not a poet like Ms. Marcus hadsaid.”…”after Ms. Marcus told me I was a poet, it was like my schoolwork started getting easy.” (Woodson, 2003, p.11).

From our reading, I conclude that multiple dialects, slangs, and languages do not disrupt teaching, but are the very keys to unlocking it. Yes, of course, this requires extra work and creativity, butlearning built on established foundations instead of creating new cultural foundations and plopping kids on them will encourage stronger and lasting growth. Rachel Swords learned this throughher experience (Wheeler, R.S. & Swords, R.,2004). She was consistent in correcting her students grammar, and noticed as time went on, that her students were beginning to become less engagedand were asking less questions. She learned that eradicating vernacular language is also eradicating links of relevance with her students as well as links with her students’ families andcommunities. Ms. Swords thought she was serving her students well by correcting and insisting on using a standard english. I have learned from her experience and conclusion that our studentsneed us to add language varieties and recognize languages of broader society, instead of trying to change languages (Wheeler,R.S. & Swords, R.,2004).

So, do I think schools should demand a clearly defined “standard” language and grammar? Yes, I believe that knowing Standard English and being able to use Standard English will givestudents potential opportunities both socially and occupationally(Gollnick, D.M. & Chinn, P.C.2013). Because a standard is most often used in the marketplace, I feel that it is important that thatis included in education. “Standard” seems to be ever evolving and changing. Our text defines Standard American English “as a composite of the languages spoken by the educated professionalclass,”( Gollnick,D.M & Chinn,P.C, 2013, p.216). This unit may have been the one where I personally have learned more new information. I do think it is important to first make sure ELLstudents have a strong foundation in their first language and then build on their second language from that. (Gullingsgrud,1998). It is important to have realistic educational goals for eachindividual. The attitude of adding a language or dialect as opposed to switching ones language is appropriate. Being bilingual or bidialectal can enhance opportunities both socially andeconomically. (Gollnick,D.M &Chinn,P.C.,2013). Supporting multiple languages will be an encouragement to English speaking (monolingual) students to learn another language for their

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benefit as well. Creating an atmosphere that recognizes and reinforces the languages and dialects of all students will validate cultures and backgrounds.

References:

Gollnick, D.M.&Chinn, P.C. (2013). Muticultural Education in a Pluralistic Society (9th ed.). Boston, MA: Pearson.

Grossman,K.N.(November 15,2004). “Students Find Their Groove With Poetry”, Education Reporter.

Gullingsrud, M. (September 1998).” I Am the Immigrant in My Classroom”, Voices From the Middle. Vol. 6, Number 1.

Wheeler,R.S. & Swords, R. (July, 2004). “Codeswitching: Tools of Language and Culture Transform the Dialectally Diverse Classroom”, Language Arts. Vol.81, Number 6.

Woodson, J. (2003). Locomotion. New York, New York: Puffin Books.

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From Kristina Kitchen at Oct 14, 2:39 pm (204 days ago) 0 votes ,

Jennifer,

Cool information! I was interested in your ideas for how to incorporate one of your ideas in the classroom. In theory, involving differentlanguages, slangs, etc. in the classroom as the teacher would be a huge challenge. ESL teachers are told to speak in English and no otherlanguages, however, the entire class is comprised of students from around the world and who speak different languages. I was curious if youmeant students could submit papers with slang or to teach using different languages as your means of utilizing the awesome linguisticdifferences found in your class. Super interest concept, what were your thoughts? You wrote, "I have learned from her experience and

conclusion that our students need us to add language varieties and recognize languages of broader society, instead of tryingto change languages" (Wheeler,R.S. & Swords, R.,2004), what experiences did Wheeler and Swords suggest worked?

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Yes, I agree, involving different languages in the classroom is a huge challenge. And let me say before i answer, that my position isthat I do feel that a "standard" needs to be taught. But, you are right, that I do say that the languages and dialects within a class need tobe incorporated. Some examples......if I have a student who speaks Spanish ( which I don't speak), having the goal that I will learn anew word or phrase each week and asking that child to give me the word or phrase. This shows ALL of the students that there is nosuperior language, it encourages other students to also learn this other language, it shows respect for this student who may sometimesfeel overwhelmed for not being profficient in English, and it shows even the teacher is still learning. I love the poetry fromLocomotion and from Peter Kahn's class using Spoken Word. In both cases, a standard is not required and the work is very good andcreative. Which shows that a standard is not taught because it is the "right" way(in my view), but because it is a tool that could help thestudents be successful and open new opportunities for them in their future. I want to "add" that to their bag. So, I think someassignments need to have the requirement to be written in Standard English and others not...In my mind, the amount of StandardEnglish used would increase as the grade level increases. I also think that students learn from each other and pick up language usagefrom each other which is a good reason to encourage student interaction.

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From Kathryn Brown at Oct 15, 5:34 pm (203 days ago) 0 votes ,

Jennifer, I definitely agreed with your interpretation of the assignment and the importance of multiple dialects in the classroom. I, too,wrote about Rachel Swords' experience in the classroom, and her method of contrasting the different dialects in her classroom as aninstructional tool. I think its so important to encourage language instead of nitpick grammar and communication skills. As someone whohas studied Spanish, I know how scary it can be to speak another language infront of a group that you are not 100% confident in. I've hadmany professors over the years, and the ones that I didn't like were constantly correcting my grammar mistakes while I was speaking, whichwould make me lose my train of thought and confidence. In Swords' classroom, her students were speaking English, but their particularvernacular was "non-standard" and was considered grammatically incorrect. I also agree that "Standard English" is essential for social andeconomic gains, but on the other hand, its also important to understand the whole student instead of focusing solely on their improperEnglish. If teachers learn about their students' backgrounds, both in terms of language and culture, I think lesson plans can be designedaround these different experiences, and teachers will have more tools to work with and overcome any kind of language deficiency.Moreover, if more schools offered poetry clubs like "Spoken Word," then maybe more minority students or ELL would have better outletsto express themselves in their natural language patterns, instead of conforming to the status quo and possibly losing a part of their identity.

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Yes, Kathryn, I agree with you that it is important to know your students and to give them opportunities- or outlets- to think and growin their natural language patterns. This lesson was valuable for me. I am sure Rachel Swords thought she was doing her students afavor by correcting them and had their best interest at heart. It also reminds me of that Sir Ken Robinson video that we watched a whileback (I am sorry...I cant remember if that was for this class or my other class!) but he talked about the poem by Yeats that he wrote forhis wife. Saying that he was spreading his dreams under her feet and asking her to tread lightly....and saying that teachers need to dothis for their students and their dreams. Rachel Swords realized that she was losing the connection and worked to restore her studentsengagement so that they could still keep dreaming. I do think standard grammar can be included as something to know...that might behelpful out in broader society.

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From Catherine Greene at Oct 15, 10:18 pm (202 days ago) 0 votes ,

Jennifer, I appreciate the way you turned the question around, focusing on the student first and then the subject to be taught. I agree thataffirming students is the place to start to teach anything. I also agree that it is essential to teach students what will be expected of them inour world. Even as we aim to form learning environments free from prejudice, it would be unfair not to teach students the rules of the gameof life. Knowing how and when to use skills is a key to success. Thank you for your thoughtful reflection.

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From Melissa Simmons at Oct 15, 10:20 pm (202 days ago) 0 votes ,

I agree with you that recognizing a student’s background, cultural identity, and language is the first step in unlocking a thriving and relevant learning environment. I don't thinkthat we can work with our students unless we know where they are coming from and how they learn. I work with many children from theHispanic community and they come from backgrounds that most of us do not understand. Learning about them, and learning how they learnhelps me to be a better teacher. They are proud of their home language and it makes them proud when I try to say things in Spanish andneed their help to do it. Teaching these children means understanding that they have their own way of saying things, and my job is to letthem keep that way, but help them see that there is also another way to say or write things. Most of these children are bilingual and if theycan learn how to read, write, and speak both languages fluently and with formality they will fare quite well when they enter college andbeyond. In the reading, I The Am The Immigrant in My Own Classroom, he talks about learning to speak the children's language, and to appreciate their holidays. This madehis classroom come alive, and his children more receptive to learning. If children are receptive to learning, they are on their way tobecoming lovers of learning. As educators it is our job to find a way to communicate with our students in ways they understand, whilehelping them realize that speaking in an educated way will get them further in life.

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Yes, said so well. That is excatly where I am coming from.

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Melissa, I agree that the love of learning is what we are aiming for. Hats off to you and the work you do!

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From Angela Watson at Oct 20, 9:26 pm (197 days ago) 0 votes ,

I agree that children need to have a love for learning. If they are told when they start school that they are not speaking correctly or thatthey are not writing correctly, it's going to effect their perspective on school from that point forward. If they are told it enough, that issomething that they will believe. Just like in Locomotion, the boy is told over and over to hush and be quiet, that children are to beseen, not heard. It is something that he soon believes and he looses his literal voice. If we were to standardize the english language inschools, it would take away part of the voice that many children have developed from their life experiences and cultural environments. If we keep an open mind, there is something to learn from everyone.

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From Kristy Franklin at Oct 20, 10:55 pm (197 days ago) 0 votes ,

Yes, there are going to be Miss Edna's in every child's world, but I hope there are many more teachers likeMs. Marcus. The reason Locomotion was written is because of the positive encouragement of Ms. Marcus.She tells him to "write it down before it leaves your brain." There are times when teachers should allow a























child to freely express themselves like in creative writing, poetry or art. Then when it comes to math,grammar, science, it is our responsibility to teach them the right way.

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From Tonya Carpenter at Oct 22, 1:19 pm (196 days ago) 0 votes ,

An open mind is exactly what we need in a curriculum. We should celebrate differences and simularities both. I think about a childthat is constantly being told to be quiet and never getting to express what they need or how they feel or what the want. Thesechildren become isolated and withdrawn and sometimes there is no reverse solution for that. Letting children have a voiceregardless of dialect or what ever is the most important thing in school.

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From Taylor Norman at Oct 23, 9:53 am (195 days ago) 0 votes ,

I too agree that if a child is told over and over not to do something, that will then become ingrained within them (like in yourexample of Locomotion). I was watching the Ellen Show the other day and Jennifer Lange was on it. She was saying how whenshe was a child she was told that she could not sing and it would not be aloud for her to sing. From then on she did not open hermouth to sing one note. Jennifer said how, not until about 5-7 years ago, she was just accustomed to doing what she was told.Finally she started singing and a producer found her and loved her sound. This made me think of what we are learning about in thismodule because she was so repressed and then busted out and did something that she wanted! I feel like sometimes our schoolingis exactly the same way, it limits creativity and ability, just focusing on academics and test scores. Children should have a want tocome to class in the morning and learn.

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From Kristy Franklin at Oct 24, 6:36 am (194 days ago) 0 votes ,

Correction is not a bad thing, but it is the manner in which a person is corrected. The definition of language according to ourtext: Language is a system of vocal sounds and/or nonverbal systems by which group members communicate with one another(Gollnick & Chinn, 2013, 2009, 2006, 2002, p. 208). A system by which we communicate with one another -- therehas to be some common ground or there will not be much communicating going on. Have you ever tried talking to someonewho doesn't speak any English or have you ever been to another country where they do not speak English? It's quite difficult.There has to be some common ground, not cookie cutter, just common. There is so much room for creativity.

Another example I like to give students is doing real-life projects like newsletters where other people are expected to read andunderstand their writing. If there are misspelled words, poor grammar and incomplete thoughts, it is quite difficult for thereader to understand. I worked for the Winston-Salem Journal for 10 years, don’t let there be a grammatical error ormisspelled word… we heard immediately from the public.

I am probably one of the most creative people. I totally believe in freedom of expression. Good teachers find a way toincorporate the student’s ability to be creative while still teaching them rules of grammar and language. That why Dr. G saidthat creativity was one of her top three talents a teacher should possess. So teachers need to get creative about teaching studentthese important skills.

Education in and of self is to prepare students to live effectively in the society in which they choose to live. They will be betterequipped if they are able to use the language well, not saying that students can’t succeed with poor English language skills inAmerica. Students will just be better off.

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From Jennifer Gottlieb at Oct 16, 9:01 am (202 days ago) 0 votes ,

Jennifer I could not agree more that building onto the student's language knowledge instead of trying to replace what is already there withsomething else that might be so foreign is good for them as far as recognizing and validating them as individuals with something valuableto share. I don't think students can ever learn too much, so wouldn't it be great for everyone to learn lots of dialects and ways tocommunicate? My recurring question has been what do you do if your students are not predominantly speaking a different dialect or firstlanguage? Miles Gullingsrud's or Rachel Swords' experiences seemed to be based on the teacher being in the minority of "standardEnglish" speakers (or native English speaker in Mr. Gullingsrud's school), so how do we help with this process when there may be only ahandful or one or two children with substantially different dialects? From the student's perspective I am sure they do not want to be singledout to be 'celebrated' in this way, and surely their peers have noticed the differences because that's what kids do. Do you simply continue tocommunicate orally without correction, but correct the written work and try to explain to them individually the difference? I don't know.























And this is off the topic of the English dialect issue- but should we be teaching a second language in elementary school (probably Spanish,depending on the geographic area), to encourage interest in other languages and cultures and to truly demonstrate the value of diversity andthe increasingly global nature of our society?

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Both good questions and the first has me thinking....and not pretending to know the answer either...but would love to hear what othersmight think! One thing that does come to mind, is that if in your scenario, there areonly one or two non- native english speakers in theclass....I think you are right, you can't orally correct them. I also think that is the teachers responsibilty to educate the rest of the classabout the world in which we live....it is increasingly abnormal to be surrounded by a community that is just like you and sharing yourlanguage. To be engaged in global ideas, encourages positive acculturation for all builds a healthier environment for all of thestudents. Also, about your last thought - my son had spanish at his elemantary school until two years ago with the budget cuts.....

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From Jennifer Gottlieb at Oct 16, 6:12 pm (202 days ago) 0 votes ,

My kids have been taking Spanish all along, but its really more of an exposure to it I think, but they certainly know more than Ido. Not that I want to add one more thing to the school day....but seems like it would be such a useful skill to have.

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From Tammy Snow at Oct 24, 7:26 pm (193 days ago) 0 votes ,

I do not know the answers either. My gut would say to correct immediately, but in a casual nonchalant manner. I am sure that they areused to it and expect you to guide them if they make mistakes. Learning a second language can never be damaging and it is easier tolearn when you are younger, so if we are going to teach a second language, it needs to be done as soon as possible in the schools.

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From Tiffany Parris at Oct 20, 2:16 pm (198 days ago) 0 votes ,

Jennifer-

Your comments are very well supported and your opinion is highly valued! I, too, agree that Standard English should be taught and is taughtthroughout the world. As our economies and educations become more global, knowing Standard English is essential commonality we share,as well as other languages, such as Spanish or Mandarian Chinese. The more languages you know, it seems, the better off you are. Withinthese languages, there will be different vernacular "accents" (pardon the pun) that will inevitable. These differences are what make eachlanguage particularly beautiful AND fun to learn.

Thank you for your posting!

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I feel that you have to learn about your students in order to be able to teach them. If you don't you as an educator my never be able toconnect to your students because they will not feel comfortable around you. If they don't trust you or they feel that you could care less abouttheir culture and language then it will be very difficult to teach them anything at all.

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From Katie Grace Kibler at Oct 21, 8:55 pm (196 days ago) 0 votes ,

I agree with Tonya. I think it is difficult with language barriers but being able to understand a student's backrgound is vital inunderstanding them as a person. This is key in being able to recognize strenght and weaknesses in students. Without this understandingand relationship nothing educationally can be built.

































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From Sara Thompson at Oct 14, 10:54 am (204 days ago) 0 votes ,

Prior to our reading and watching the videos, I immediately thought schools should establish a “standard” language and grammar. After reading,I am not so certain. Honestly, this is something I struggle with daily in the classroom. Over half of my students speak Spanish and often timesamongst themselves. While all of them speak English, I often question, “Why do they speak Spanish amongst themselves?” Therefore, I simplyasked them. The majority of my students said they felt more comfortable speaking Spanish. It is easier for them to convey their thoughts. Also,they do not have to think about the conversation, it just naturally flows. While I do find it important for students to speak English and our jobs aseducators to teach them the Standard English, public schools should not instate a “standard” language and grammar policy. According to theCensus report, over fifty-five percent of Americans speak a language other than English at home (U.S. Census Bureau, 2010). If we, asAmericans are going to welcome people from different countries to call America their home, we must be accepting of their culture. “Foreffective communication to take place, it is important that there be enough cultural similarities between the sender and the receiver for the latterto decode the message adequately.” (Gollnick & Chinn, 2013). It is important as educators that we connect with our students from differentcultures so they feel comfortable expressing themselves by speaking English. It is not our job to enforce a standard language and grammar. I onlysee that making some students uncomfortable expressing their thoughts, opinions, and beliefs. In my classroom, I want an open environmentwhere all children, regardless of their cultural background feel comfortable to express themselves.

By no means do multiple dialects, slangs, and languages disrupt teaching and learning. As an educator, I would take advantage of the differencesI hear in my classroom. If a child has a different accent and is from a different part of the country, or a different country, what can that studentbring to the table? Can I find a curricular connection between the languages, accents, slangs, etc that are spoken in my classroom and the unit weare learning? I thoroughly enjoyed reading the article; I Am the Immigrant in my Classroom. Miles Gullingsrud did not allow language barriers tobe an obstacle in his sixth and seventh grade classroom. He is a man that practices what he preaches. Not only does he encourage his students tolearn English, he instills in them that “learning a second language is possible and worthwhile.” (Gullingsrud, 1998). He realized what isimportant to his students and models the behaviors he expects them to model. Mr. Gullingsrud provides translation dictionaries for his studentsand himself. He also learned how to ask students how to say words in Spanish. What I found to be awesome was that he works on his accentdaily. “I work on my Spanish accent. I learn to pronounce names correctly before calling roll on opening day.” (Gullingsrud, 1998) By whatsome would say is such a small gesture, it probably means the world to his students. Not only is his teacher taking the time to learn our namesbut also how to pronounce them correctly. What some educators might see as a disruption in the classroom, I see just another challenge that Iwill overcome in the classroom.

In the classroom the students’ self-identity and self-efficacy is of the upmost importance. We want our children to know who they as individualsand establish that individuality on their own. Regardless of their surroundings, their culture is important and must not be over looked. InLocomotion, Ms. Marcus allows Lonnie to express himself through poetry. Her focus was not perfection and proper language. “…Ms. Marcussays write it done before it leaves your brain.” “Not a whole lot of people be saying Good, Lonnie to me” (Woodson, 2003, p 1). Ms. Marcuswas supporting and encouraging Lonnie as a student. She simply allowed Lonnie to write. This was not something that Lonnie heard often. Ms.Marcus was also teaching Lonnie life lessons without him even knowing. “Ms. Marcus says you gotta write things a lot of times before theycome out sounding the right way” (Woodson, 2003, p 20). Although she was encouraging him to pour out his raw thoughts and emotions onpaper, she was promoting him to edit, practice, and improve each time he wrote. This is what I envision instead of a “standard language andgrammar”; allow students the freedom to express themselves in their way. However, as educators encourage them to always strive for better andlift them up as learners. Our students must know that as their teacher we are their number one supporter! After all, just as Lonnie see’s Ms.Marcus our students may see us as their “favorite teacher in the world.” (Woodson, 2003, p 13).

Reference List

“U.S. Census Bureau”. (2010). Language Use in the United States. Washington, DC: Government Printing Office. Retrieved fromhttp://www.census.gov/hhes/socdemo/language/data/acs/ACS-12.pdf.

Gollnick, D., & Chinn, P. (2013). Multicultural education in a pluralistic society. (9th ed.). Boston: Pearson

Gullingsrud, M. (1998). I am the immigrant in my classroom. Voices from the Middle, 6(1), Retrieved fromhttp://salem.edu20.org/files/11335/immigrant_in_classroom.pdf?lmsauth=c025465d9d160322512499202e09aaebd6b9da7e

Woodson, J. (2003). Locomotion. New York, NY: Penguin Group Inc.






http://www.census.gov/hhes/socdemo/language/data/acs/ACS-12.pdf

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Sara, I imagine many educators face the same languge barrier as you do in the classroom given that schools are becoming increasinglydiverse and English is really no longer the official language of the U.S. As someone who has studied a foreign language and taken manyclasses in Spanish, I was always tempted to speak in English with my classmates because I didn't really have to think or strain my mind. The only drawback to this, however, is that one will never gain near-native fluency, if one is always leaning on their native language as acrutch. In terms of your classroom with latino students, I can understand why they might carry on conversations in Spanish because of thecomfort level and efficacy in doing so. As long as educators can recognize the merit in bilingualism, then I do not think the presence ofdifferrent dialects should be a drawback. It appears that your students are already "codeswitching" if they are able to speak English withyou, but then speak Spanish with their friends in more informal situations. As long as educators strive to make their students capable ofreading, writing, and communicating in "Standard English" for when they need it, then why not celebrate the linguistic diversity instead ofmarginalizing it.

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Sara, I appreciate hearing from someone who is currently teaching in a classroom with students from culturally diverse backgrounds. Whatage are you teaching? Do you find it the least bit inconsiderate that students are speaking in a language that you cannot understand? Does itinterfere with your ability to teach?

I wonder if it is a simple nuance that we are all agree/disagreeing about teaching a standard English. I believe it is important to teachstudents what the standard is and when it is necessary to use it. As a teacher I could imagine making an exercise of writing a paper and thenstandardizing it, so that you could send it to a teacher in PA or the Governor and the recipient would be able to understand that it is a wellwritten paper. I do not think that students should have to write in standard English all the time.

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From Sara Thompson at Oct 16, 4:05 pm (202 days ago) 0 votes ,

Hi Catherine! I work with 2nd, 3rd and 4th graders. For the most part, my students speak Spanish amongst themselves. Honestly, at times I would rather them not speak Spanish. Ionly say this because I do not speak Spanish so if they are working together or explaining something to each other and I do not know what they are saying my concern is they mightbe giving each other incorrect information. However, obviously they are more comfortable speaking amongst themselves in Spanish so I want them to feel comfortable andconfident. This goes back to the self-efficacy portion of Dr. G’s question. I want my student’s to feel confident in their abilities to learn and work as teams/partners. If this meansthey need to explain something to each other in Spanish, or any other language, I am okay with that.

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Sara, Thank you for your honest reply. How wonderful that you prioritze your student's needs. Do you ever ask your students tohelp you translate?

Catherine

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From Jennifer Gottlieb at Oct 16, 6:24 pm (202 days ago) 0 votes ,

I also read the first couple of pages for the next book about Locomotion, and found his comments on the different teachers instructive onhow muchimpact one person can have on another. Ms. Marcus encouraged him to write, and used writing as a reward for his doing well, sohe wrote, and the rest of his school work seemed to fall into place because he had a goal and a talent. Then when his next teacher tells himhe is not actually a poet, but only an aspiring poet because he hasn't published anything yet, you can just see him deflate, only to bebolstered by the failing grade he receives. A teacher's job should be to encourage, inspire and engage, not to hamper growth and provideonly negative or degrading commentary. And who made up that rule anyway- that you have to be published to be a poet? She did, and hebelieved her, so we have to be careful with their dreams. (there should be a cite here from a TED video I think?, but I can't remember it andam getting called to the kitchen to help with homework....)

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Jenn- I also read the pages of the sequel to Locomotion and I agree with you, the role of teachers is to encourage. Do teachers havesomething akin to the Hypocratic Oath? First do no harm, second accept the child as she is, third encourage the child to follow hispassion, etc. It is a tall order to be a teacher no doubt, but I wonder if many improvements could be made by simply having some basictenents of teaching. Catherine

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I think there should be a teacher "Hypocratic Oath". Maybe we should add to yours and invent one.

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From Emily DeVane at Oct 17, 12:11 am (201 days ago) 0 votes ,

Sara,

I like your input! I agree completely about there needing to be a place of culturally connection, especially since America is "the meltingpot." It does kind of scare me when I hear people speaking another language around me. I get kind of paranoid that they are talking aboutme, but after reading your comment it does make a lot more sense for them to speak in their native language because it comes so mucheasier and more fluent. I also liked how you said you would welcome the different dialects in your classroom. It would be neat for thestudents to experience so many different cultures right inside the walls of their own classroom. I can see how many learning opportunitiesand outcomes can come from this!

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From Victoria Phibbs at Oct 18, 5:19 pm (200 days ago) 0 votes ,

Sara, I could not agree more. Before I began reading I thought that a standard should be taught in the classroom, but after reading I am not so sure. I think that it is very important forstudents to know and understand the standard way to write and speak so that they can go far in life, but I think that it is important that the school system does not take away their way ofspeaking that comes from their culture. I think that it is a teacher’s job to lead the students in the right direction, but not to discipline them when they are "talking slang". I liked howRachel Swords taught her students the difference between formal and informal setting. She also clarified when the proper time for the students to use each form of speaking was. I thinkthat was a great way for the students to learn, but not have their culture taken out of the way they talk.

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Sara-

Thank you for sharing your personal experience inside the classroom you work in and tying your thoughts back into our reading. The moreideas that we can share really helps the readings to come to life. While I don't speak Spanish, I do understand the feeling of your tonguerelaxing among people that know you and your accent. As a Southerner with a "thick" accent, I often feel self-conscious when asked tospeak in a group for the very reasons we learned about. I feel much more comfortable writing my thoughts down, just like Lonnie.

I think you bringing out the practice of writing with Lonnie a very important lesson for all of us. There are ways that we speak, in groups oras casual friends, and then there ways that we write. When we write our thoughts down, our ability to effectively communicate becomesmore obvious I think. The abiltiy to write Standard English as well as dialogue that reflects dialects and accents, are not easy tasks that aremastered, but are skills that are learned and practicied over time. I think Ms Marcus knew Lonnie and those of us like Lonnie wouldblossom on the paper.

Thank you!

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Good points Sara! I am with you that I also thought differently after watching the videos and doing the readings. Most of the children in my
































classroom are Spanish and even I have evolved to trying to learn the language and some of the non-Spanish children are learning as well. Inmy class it seems to be the predominant language amongst the children. I don't know how we would do a clearly defined 'standard' languageor grammar in classrooms in this day and age because there are so many languages and cultures in America now. I feel that we have to havea basis but a clearly defined one is probably impossible these days.

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I am like you, Sara, in that initally I thought that there should be a standardized english language and grammar used in schools. I felt like ifpeople were coming to America to be Americans they should learn the language that we speak. But it's so much bigger than that. Thoughwe speak English, we all have a different way of doing and by saying that there is a wrong way or right way to do it is taking away aperson's voice and self identity in a way. Even Americans have different ways of speaking English. I do not believe it would be right totake away an individuals language or tell them they have to learn our way of doing it, just because they are in our country. We all havesomething unique to offer and to teach each other if we can be open minded enough to listen or to think our way is the best way.

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From Katie Grace Kibler at Oct 22, 9:58 pm (195 days ago) 0 votes ,

Sarah I really like the way you just get the point in this post. Your statement, "If we, as Americans are going to welcome people fromdifferent countries to call America their home, we must be accepting of their culture," jumps straight to the core of the issue we have inschools and education today. People are so hesitant in accepting others that it has caused a rift in the education system. We need to go aheadand accept that there are hundreds and thousands of students in the public school system in America that are ESL students, from differentcountries, or who are from all walks of life. It is so important for us to help students identify and embrace the differences in each other inorder to bridge the gap in the education system.

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Sara, I too, have students who speak english as a second language. Many speak little to no english at all. I try to embrace their cultures andlearn from them as they learn from the teaching in our classroom. The times I speak their language or attempt to learn something in theirlanguage, they are excited and love to see that I communicate with them in their native language. It does at times worry me to notunderstand what they are talking about. I do not want something to be lost in the translation or something to not be understood completelydue to translation. But I would not say that this language barrier is disruptive to me. It is more of a hurdle for them to overcome to learn thecirriculum. As you stated so well, we should encourage these students with language barriers, not to change or loose their own identity to fitin our classrooms, but to simply strive to be even better and learn even more. We are their number one advocates.

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From Kimberly Keaton at Oct 23, 5:23 pm (195 days ago) 0 votes ,

Sara, I absolutely agree. I don't believe a school should demand a "standard" language/dialect. I think doing so sends a message to thestudents who are part of the mainstream culture feel inferior. While giving the students who do belong to the mandated language group asense of superiority. As educators, our job is to provide a quality education for our students regardless of their unique circumstances,including a difference in language. I believe if we allow students to express themselves in a way that is comfortable for them, then they willmake the effort to learn to communicate with us too. It all comes down to the mutual respect we have talked about in prior lessons. If werespect the uniqueness and background of our students, they will respect ours. But demanding that they conform to our language and ways isdefinitely not the answer.

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To get in the mindset of this module, I am going to start off by answering the initial question-"Should schools demand a clearly-defined“standard” language and grammar" with a Southern colloquialism-"damned if ya do and damned if ya don't". Even though there is some truthbehind this saying in reference to this question, I feel as though the most advantageous results would be to NOT REQUIRESTANDARD ENGLISH AND GRAMMAR TO BE TAUGHT IN SCHOOLS.

Gollnick & Chinn (2013) point out that the muscle control for pronouncing words comes at an early age and becomes increasingly difficult tomanipulate those muscles in new ways as we age. With 381 languages spoken in the U.S., and 55 million non-English speaking individuals in




























the U.S. (Gollnick & Chinn, 2013), how do we expect those cultures to abandon their roots and adopt our "...professional educated middle-class..." (Gollnick & Chinn, 2013; Wheeler & Swords, 2004) language? Gollnick & Chinn also point out that few individuals even speak formalstandard English (2013), so why teach it?

Liguistic accomplishment is a societal placed standardization (Gollnick & Chinn, 2013). Gollnick & Chinn point out that linguistically, there isno one right "English", because all languages are equal in that they meets the needs of the user (2013). In ethnic groups trying to preserve theirnative language before World War I, many schools allowed the use of native languages (Gollnic & Chinn, 2013). Ebonics, or Black English, is arecognized form of English that have more in common with Standard English than differences (Gollnic & Chinn, 2013), so why not allow it? We recognize ASL as a language, and even though it has complex grammar and syntax, it does not correspond completely to spoken or writtenEnglish (Gollnic & Chinn, 2013).

So...should all the bias against language and dialect be abandoned? Of course, it should. The only way that I believe that can happen is throughallowance. Embrace the diversity in the English language, whether it be Black English, Southern English, Boston English, or Spanglish. It is inour literature classes. We accept it there. Why can we not accept all forms of English in the "real" world where we are teaching our studentsabout concepts that can be related to "real" things and issues? It almost seems hypocritical.

Now, let's talk about dialect. According to the American Tongues: You Talk Funny video, it was insinuated that the standard English and dialectof Midwesterners made them real and trustworthy. It's funny how in the video American Tongues: Opening, the Texans felt their speech madethem more open and trustworthy (Alvarez & Kolker). One thing that can be agreed upon is that Southerners don't often get the credit theydeserve because of their dialect. Take for instance, the UNC-Pembroke professor that was approached by PBS to use a study that the professorhad conducted, and after PBS viewed the video of Southern teachers, the professor's study was turned down by PBS because of theunbelievability of the the speakers (Gebhard, Podcast). The teachers weren't believable as educators because they were Southern. Same thinghappened with Shirley English. It was accepted, and before being adopted into place, was rejected because the pronounced Arkansas dialectmade it seem uneducated (Gebhard, Podcast). Southerners do have one thing going for them-in the video U.S. Language Attitudes (Preston), oneman answered (with everything else set aside), he would feel most "comfortable" around Southerners than anywhere else in the U.S.

Let's look at student self-efficacy and self-identity through three students who found success in non-standard English: Lonnie Collins Motion,Melissa James and Jasmyn Beyer. Lonnie and Melissa both found poetry to be their strengths. Poetry allowed them the freedom to use theirnative and coversational speech patterns. When Lonnie felt like a successful poet, her performed in his other disciplines better than beforebecause he had confidence. He stated that, " And then, after Ms. Marcus told me I was a poet, it was like my schoolwork started getting easy"(Woodson, 2003). The same was true with Melissa James. She was barely passing grammar school, but once she found her niche in poetry, shebegan making B's and C's (Grossman, 2004). As for Jasmyn Beyer, after poetry allowed her to express herself openly, she found healing(Grossman, 2004). Should we really deny children this opportunity over a standard?

References

American Tongues: You talk funny. Available from https://www.youtube.com/embed/3xgOTc0wVw4

Alvarez, L. & Kolker ,A. American tongues: opening. Available from http://www.youtube.com/embed/QojGc9M0W2s

Gebhard, S. (Producer). (2012, October 11). Thoughts about language and geography [Audio podcast].

Gollnick, D. & Chinn, P. (2013). Multicultural education in a pluralistic society. Boston: Pearson Education, Inc.

Grossman, K. (2004). Students find their groove with poetry.

Preston, D. You talk funny. Available from http://www.youtube.com/embed/4kW3K3OclnE.

Woodson, J. (2003). Locomotion. New York: Puffin Books.

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From Kathryn Brown at Oct 15, 1:39 am (203 days ago) 0 votes ,

This posting has been deleted

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From Kathryn Brown at Oct 15, 2:43 am (203 days ago) 0 votes ,

In reading all the texts for this assignment, I was struck by the idea of "compromising" between "Standard English," and other dialectsspoken in the classroom. This compromise requires students to read and write in "Standard English," but allows them to speak in theirnormal language patterns (Gollnick & Chinn, p. 218). Althought this compromise specifically refers to "African American English," I thinkthe same accommodation can and should be applied to all students from different backgrounds. In some instances, schools that have aclearly defined "standard" might discourage diversity in the classroom. Nevertheless, students need to be well prepared to work and succeedin life. Somehow educators need to find the balance between what children speak at home, in school, and what they need to speak in order tomove through many differnt registers. Furthermore, schools should strive to become a safe haven for students to express themselveswithout fear of retribution for their grammatical mistakes or different ways of speaking.

Some of these differences are due to where a child grows up because geography play a significant role in language and cultural identity(Gollnick & Chinn, p. 282). For example, in Jacqueline Woodson's book, Locomotion, a new student from Georgia enters Lonnie's class,and is immediately made fun of for his Southern accent. The class notes his "country" aspect because of the dialect he speaks and theclothes he wears. This joking makes him feel embarassed and ostracized by his peers (Woodson, p. 29-30). American society maintains a

https://www.youtube.com/embed/3xgOTc0wVw4

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prejudice towards Southern dialects because of regional stereotypes, ignorance, and racism ("American Tongues"). People outside of theSouth tend to view Southerners as less intelligent because of the idea that they speak slower, and because of their colloquialisms.

As someone who was born in the Midwest and maintains an Ohio accent, I know what its like to be made fun of in school. My move fromthe Midwest to the South, however, was the opposite of this Georgia student character, but upon entering school in the South, everyonewanted to know where I was from, and why I said "you guys" instead of "y'all." My shyness was shortlived, however, because I alreadyspoke what people consider "normal" English ("U.S. Language Attitudes"). In this sense, my person geographical/language barriers werenot as much of an obstacle compared to what an African American or Hispanic student might encounter.

Even if educators are worried about their students speaking a "non-standard" English, they can teach them about the importance andversatility of "codeswitching." I think this method embodies the idea of a compromise in teaching, because both students and teachers learnabout different language backgrounds, and how to "choose the language appropriate to the time, place, audience, and communicativepurpose" (Wheeler & Swords, p. 471). Teachers have to understand that their students are a product of their home, social, and geographicalenvironments. The student may speak a different kind of English compared to the teacher, but in order to cross this language barrier, and forthe child to make progress, differences need to be accepted, instead of immediately scrutinized.

Miles Gullingsrud speaks of this barrier in his experience as "the immigrant." He teaches in a community where Hispanics are the majority,and as a white teacher, he is the odd man out. Because of his unique position, Gullingsrud stresses the importance of learning about hisstudents' cultures, lives, and families, in order to validate and respect them (Gullingsrud, p. 32). Family is such an important aspect in theHispanic community, and by researching his surrounding culture and environment, he was able to better connect with his students andunderstand their linguistic backgrounds. His experience revealed that if a student feels like an important member of the class, chances are,he or she will be more apt to participate in discussion with or without perfect grammar.

Although this idea of perfect grammar is important when it comes to jobs and upward mobility, a child's voice and perspective can be anincreadibly powerful tool when used to describe life experience. This power emerges in the recorded voices of two eighth-grade AfricanAmerican boys, living in the South Side of Chicago, as they narrate their day-to-day routine amidst the rough lanscape of the ghetto. Theydescribe their lives with complete honesty and grittiness. Some listener might note the "black" nature of their English, while others will beleft in awe by the gravity of the boys' situations and the hopeful nature of their voices (Ghetto Life 101). These two boys have to deal withso much on a daily basis: drugs, poverty, alcoholism, violence, death, and general instability. The reality of their situation is embodied intheir language style, and all of this emotion and art hinges on their vernacular.

Language is such an important aspect of identity that it cannot be ignored in the classroom. As long as schools teach their studentsstandardized language and grammar, they why not embrace the cultural diversity present in the classroom, and learn about different dialects. I think there should be less division and more respect for different ways of speaking because they all encompass U.S. culture. Minoritystudents might have a better chance of success in school if they are allowed to be themselves around their peers, as well as being able toswitch dialects when appropriate. When Rachel Swords taught her third-graders the difference between "informal" and "formal" language,she prepared them for real life situations, while acknowledging and resepcting their different dialects (Wheeler & Swords, p. 475). Insteadof constantly correcting them, she used contrasting examples to share different styles, in the hopes of improving their overall writing skills.

In conclusion, linguistic diversity can be a useful tool in the classroom because teachers can draw on examples from students' own lives inorder to include them, as well as create a cross-cultural learning environment. It's important to note, however, that "Standard English" isessential if a student wants to get a job or pursue higher education. This reality tends to marginalize other languages and dialects that don'tfall into this "standard" category. Thus, it's up to the individual as well as the school to recognize these inherent barriers, educate studentsand teachers about different languages, and ultimately prepare them for a linguistically-diverse world.

References

"American Tongues." Retrieved from www.cnam.com/videoclips/American%20Tongues/tongues_videomain.html.

"Ghetto Life 101." Retrieved from www.soundportraits.org/on-air/ghetto_life_101/.

Gollnick, D.M. & Chinn, P.C. Multicultural Education in a Pluralistic Society. Boston, MA: Pearson.

Gullingsrud, M. I Am the Immigrant in My Classroom. Voices from the Middle. 6.1. 30-37. Retrieved fromsalem.edu20.org/files/11335/immigrant_in_classroom.pdf?!/

Wheeler, R. & Swords, R. (2004). Codeswitching: Tools of Language & Culture Transform the Dialectally Diverse Classroom. LanguageArts. 81.6. Retrieved from salem.edu20.org/files/11335/codeswitching_cultural_dialect.pdf?!/

Woodson, J. (2003). Locomotion. New York, NY: Puffin Books.

"U.S. Language Attitudes." Retrieved from www.youtube.com/watch?v=4kW3k30clnE.

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From Anne Pope at Oct 15, 2:43 pm (203 days ago) 0 votes ,

I do not think that schools should require or demand a clearly defined “standard” language and grammar, officially. However, I do thinkthat there is an advantage in an agreed upon approach to dealing with linguistic diversity within schools. As stated in our textbook,there is not a true Standard English language, “Although Standard English is often referred to in the literature, no single dialect can beidentified as such” (Gollnick & Chinn, 2013, p.216). What is considered ‘standard’ is socially constructed and decided upon by thedominant group in a particular community (Gollnick & Chinn, 2013, p.211, 216). So, who would decide what is standard for a school?Would this standard be a national standard or vary by state or school district? One cannot expect schools to standardize something thatlacks a true ‘standard’ to begin with. However, I do believe that because there is so much linguistic diversity within the United States,and within any given community, and because there is so much “dialect prejudice” (Wheeler & Swords, 2004, p.472) involving the








hierarchy of accents and dialects, there does need to be some way of leveling the playing field so to speak. We must be able tocommunicate effectively within schools and we must prepare students for the world within which they will live and work. Students whouse a linguistic style that diverges from the ‘accepted’ standard language, are at a disadvantage (Gollnick and Chinn, 2013). Therefore,creating a dual system of respect for the diversity of our dialects and linguistic styles and having an accepted ‘norm’ for the languagestyle and grammar used within the school context is the best solution. This system, “tends to acknowledge the legitimacy of all dialectswhile recognizing the social and vocational implications of being able to function using Standard English” (Gollnick & Chinn, 2013,p.218). Multiple dialects, slangs and language present an interesting dilemma for teachers and schools. “Since everyone is associatedwith a particular regional or social group, everyone speaks a dialect (Wheeler & Swords, 2004, p.473), so every teacher and everystudent brings with them a certain way of speaking and understanding that may be at odds with one another. However, since we are allfamiliar with dialects and accent differences in this country it does not necessarily have to be something that separates or divides us. Aswith other things within this diverse, multicultural country that we live in, these differences can be used in a way that unites us.Specifically, dialect differences do not normally constitute a total lack of communication or misunderstanding, “dialects are generallyunderstood by people in the same language, “ (Gollnick & Chinn, 2013, p.214). We are also fairly adept at being able to “codeswitch”(Wheeler & Swords, 2004, p.475) depending upon the circumstances and environment. As shown in Locomotion (Woodson, 2010),most of us speak differently whether we are at work or school, home or with friends, “Mama was a receptionist. When you called theoffice where she worked, she answered the phone like this Graftsman Paper Products, how may I help you? It was her work voice. Andwhen you said something like Ma, it’s me. her voice went back to normal. To our mama’s voice Hey Sugar. You behaving? Is the doorlocked?” ( p.19) Teaching students the importance of codeswitching can be a useful way of retaining dialectal diversity whilemaintaining compliance to Standard English. Codeswitching may also be a way of acknowledging and dealing with the dialectprejudice that exists in this country. By accepting that a variety of dialects are ‘normal’ there is recognition that “difference is distinctfrom deficiency” (Wheeler & Swords, 2004, p.473). We also saw the power of language to unite and inspire us in Locomotion and inthe video, “Students find their groove with poetry” by Kate Grossman. By accepting and celebrating linguistic diversity we as teacherscan use our differences and our own unique forms of self-expression to enhance the classroom experience for all students. References:Gollnick, D.M. & Chinn, P.C. (2013). Multicultural education in a pluralistic society. New York, NY: Pearson. Grossman, K.N. (2004,November 15). Students find their groove with poetry. Education Reporter, npn. Wheeler, R.S & Swords, R. (2004). Codeswitching:tools of language and culture transform the dialectally diverse classroom. Language Arts, 81(6), 470-480. Woodson, J. (2010).Locomotion. New York, NY: Puffin Books.

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Hi Kathryn-

You stated at the beginning that you do not think that schools should be held responsible for something that has not been definedas standard. I, however, think that the standard rules of mainstream English were the standards that were being taught already andhave been taught in the past. Maybe I missed the boat on what our school systems deems as "standard". What are your thoughts?

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Tiffany, I don't fully understand your interpretation of my beginning, but what I was trying to express was the idea thatschools need to teach Standard English while respecting linguistic diversity because of the inherent multiculturalsim in today'ssociety. Some schools may be more open to diversity than others, but I DO think all schools are responsible for understandingthe whole child including his or her cultural background and language patterns, and taking this into account when instructingin the classroom. I interpreted "non-standard" English as different dialects or foreign languages, and schools ARE responsiblefor including these in language instruction (if applicable). At the same time, however, schools need to build and strengthen"Standard" English skills, in the hopes of creating a more well-rounded and successful student. I may or may not haveanswered your question, or I might have just contradicted myself, but I I appreciate your thoughtful questioning.

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From Taylor Norman at Oct 23, 11:13 am (195 days ago) 0 votes ,

Tiffany-

I think that you are correct in saying you believe the standards are the same from past to future. I remember in Dr. G's classlast semester talking about diversity. We all came to agreement that the methods may have changed, mainly because oftechnology, but the information and the formality are still the same. The standards of teaching have also remained the same(like you stated), there is not much that can be done to change that. Standards are different than methods and ways of teaching.I agree with you!

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Kathryn,

In the article "Codeswitching", they mentioned a 'dialect prejudice' that could lead to self-fulfilling prophecy. Do you think thatallowing codeswitching to take place, meaning that their cultural language is only acceptable in certain situations, would aid or hinderself-fulfilling prophecy?

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I went back to the article and reviewed the ideas surrounding "dialect prejudice," and how a teacher's lowered expectations mightin turn diminish a child's performance, and I understand how this might be affected by codeswitching, but I still believe thatteachers and minority students can benefit from this language-learning approach. As evidenced by Rachel Swords' classroomexperience with third-grade minority students, she initially tried to correct all of their grammatical mistakes that were influencedby their African American vernacular, but then she discovered that her students were starting to shut down, so she changed theapproach. She may stand out as an educator because she didn't give up on her students or fall prey to dialect prejudice. Dependingon the school system, the teacher, and just the overall dynamic of the classrom, I can see how codeswitching might aid the self-fulfilling prophecy, but I also hope that a teacher is well trained and/or cognizant of the obstacles he or she has to overcome in amulticultural classroom. The real question here is why schools and educators allow themselves to fall prey to this kind ofprejudice and dismiss the abilities and potential futures of their students. The inherent racism in our society creates these problemsand until an individual or community addresses these issues, then codeswitchsing or other learning approaches won't matter. Minorities will continue to be marginalized in the school setting because of their different vernacular and/or cutural background.

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From Anne Pope at Oct 15, 9:13 pm (202 days ago) 0 votes ,

I think we all codeswitch in our own lives. It is not something that is only used by some or by minorities. I know that when I amtalking to my friends or my sister on the phone I speak differently (use different grammar, word choice, etc) then when I amspeaking in a formal setting like work or with someone who I consider an authority figure. Don't we all recognize that there isformal/infomral ways to dress and formal/informal ways of speaking? If so, then I would imagine that the idea of codeswitching issomething that we could all relate to. Therefore, I think this could be a useful way of teaching students the importance of using SEat school or work and being able to use their own dialect linguistic style at home or with friends without any sense of better orworse, right or wrong.

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From Sara Thompson at Oct 15, 4:01 pm (203 days ago) 0 votes ,

Tammy, we should not deny our students any opportunities over a standard! Like I mentioned in my original post America is supposed to bea country that welcomes everyone! How can we welcome new citizens from different countries, with different accents, dialects, andlanguages then enforce a standard in public schools that would negatively affect those students? I remember reading in our text whereGollnick and Chinn explained how muscle control affects the way we speak and pronounce words. If children have been speaking a certainway for their entire lives, is a standard in place is supposed to enforce them speaking what Americans call "Standard English"? In the videoUS Language Attitudes, Americans were asked to choose which areas in America spoke the least/most incorrect English. If areas such as theSouth and the state of New York are known for speaking incorrect English, can we excpect educators in those states to create and enforceproper language standards?

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From Anna Layton at Oct 23, 11:02 pm (194 days ago) 0 votes ,

I feel like when people come to this country, they expect that they'll need to learn English. Presumably, they're coming here by choice,for better opportunities and maybe even better education. We don't have to put down their culture and their first language, but I thinkthat we have to provide instruction in standard English in order to best serve them. I don't think accents get in the way of that. We allhave accents, right? I think the key is teaching proper written formal standard English to best prepare students for the American societythat they're going to be live in, whether they are native English speakers or foreign, ESL speakers.

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