Summary 3: “Codeswitching: Tools of Language and Culture Transform the Dialectally Diverse Classroom” (by Rebecca S. Wheeler, and Rachel Swords)
The article points out the growing gaps between the dialect of a subculture (specifically urban) and the written language. The difference between the dialect of some subcultures and standard modern English is so great in some parts of the country that schools have been sued for malpractice because certain children could not understand a dialect that was not their own, therefore could not learn English. To ignore this difference between spoken and written language is viewed as a failure by educators. In order to compensate for the split, informal English writing has been coined. The style of the informal English is called a language variety. Language variety depends on geographic placement and cultural background of the general populous. The style in which a person speaks is dependant on the audience, their vernacular, and situation.
Acknowledging the difference between informal English and modern standard English gives a superior grasp of grammar as well as a better command of language. This focus on the differences between dialect and formal writing and speaking is called contrasting analysis. Educators across the country have made an effort to include contrasting analysis when they teach. The “pluralist” teachers have yielded positive results in the education of both black and white students.
(by Jason Valentine)
Subscribe to:
Post Comments (Atom)
2 comments:
Code Switching
It comes as no surprise that a conflict should arise in the classroom as to how students should be speaking and writing. My opinion has always been that there is a time and place for laid back vernacular: among friends, at home, or any informal social setting. It is because of this notion that I agree with the idea of code switching as discussed in the article.
Code switching allows students to learn that their “at home vernacular” is nothing to be ashamed. By allowing them to continue speaking their dialect at home or among friends also shows students that it is not an incorrect form of language. In doing so, the act of code switching teaches students when dialect is appropriate or inappropriate, allowing them to hold on to their roots, but also improve their formal speaking skills by utilizing the Standard English Language.
The idea of speaking differently among family and friends as opposed to a boss or teacher makes sense to me. It creates a balance between a strong family background, yet it reflects the contributions of a higher education. While speaking differently among audiences is perfectly acceptable, writing skills should be universal.
The English language contains explicit grammar rules, much like most languages. While these rules are easily broken and forgivable within speech, literature should not possess major Standard English errors unless it is formidable to a particular character in a story. As a teacher, I will gladly allow my students to speak a dialectal language, when appropriate, but when it comes to writing, all Standard English rules still apply.
America is unique in its monolithic view of language. Most people in this world speak at least two languages. In Belgium, most people speak French and Flemish as well as English. Frequently,they would also codeswitch from formal usage to vernacular in all of those languages. Context is everything. In Iran, Persian is the official language. While, I am told, there is a certain "less-educated class" that speaks Persian or Farsi, as it is also known,in a public setting, tribal Kurdish at home, and Arabic in the mosque. So why do we get so up-tight about Standard English? I believe that it has to do with cultural identity and cultural dominance. Languages are only rigidly defined when they are classified as "dead" as in Latin. And all of those folks that the ancient Roman grammarians were taking to task for their substandard speech were speaking what would now be called French, Italian, Romanian, Spanish, etc.
Post a Comment