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Sunday, July 22, 2012
"Fashionable" Grammar
Here's an article by John McWhorter in the New York Times about the changing nature of English - it pretty much corresponds to what we read from him for class.
I like how McWhorter links language to employability and social status. Looking back on my education, there was rarely - if ever - a lesson on social pragmatics with regard to language. These "rules" are often found in the "hidden curriculum" that schools promote and perpetuate. As current or future educators, I think we have some degree of professional responsiblity to recognize that these "rules" are difficult to decipher. Does anyone have concrete suggestions as to how we can address this issue in the classroom - particularly with CLD students - and not appear condescending or judgmental?
I absolutely loved this article! To think of language as a trend like UGG boots and skinny jeans, adds to the intentional crafting educators must undertake to create a dialogue about language and power given to it.
I enjoyed this article and appreciate McWorter's study of the ways language continues to change. I too struggle with how to demonstrate and utilize the idea that all language is equal in my classroom. I feel that the role of teaching the "rules" of Standard English as well as the responsibility of helping CLD students understand that there is nothing implicitly or explicitly superior about Standard English falls largely on the shoulders of elementary and ELA teachers. However, I do try to incorporate this sense of equity into my science classes by introducing the idea of registers (primarily formal, casual, and consultative) and helping my students understand when it is appropriate to use each. For example, lab reports need to be written in formal register while casual register (without vulgar language) can be used for class discussions and consultative is appropriate for group work, presentations and teacher/student communication.
I like how McWhorter links language to employability and social status. Looking back on my education, there was rarely - if ever - a lesson on social pragmatics with regard to language. These "rules" are often found in the "hidden curriculum" that schools promote and perpetuate. As current or future educators, I think we have some degree of professional responsiblity to recognize that these "rules" are difficult to decipher. Does anyone have concrete suggestions as to how we can address this issue in the classroom - particularly with CLD students - and not appear condescending or judgmental?
ReplyDeleteI absolutely loved this article! To think of language as a trend like UGG boots and skinny jeans, adds to the intentional crafting educators must undertake to create a dialogue about language and power given to it.
ReplyDeleteI enjoyed this article and appreciate McWorter's study of the ways language continues to change. I too struggle with how to demonstrate and utilize the idea that all language is equal in my classroom. I feel that the role of teaching the "rules" of Standard English as well as the responsibility of helping CLD students understand that there is nothing implicitly or explicitly superior about Standard English falls largely on the shoulders of elementary and ELA teachers. However, I do try to incorporate this sense of equity into my science classes by introducing the idea of registers (primarily formal, casual, and consultative) and helping my students understand when it is appropriate to use each. For example, lab reports need to be written in formal register while casual register (without vulgar language) can be used for class discussions and consultative is appropriate for group work, presentations and teacher/student communication.
ReplyDelete