Linguistic Variance in the Classroom. A Presentation by Emily Mullins. Language Variety vs. Intelligence and Competence. Language variety does not correlate with intelligence or competence.
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Language variety does not correlate with intelligence or competence.
Stereotypical associations of certain varieties of English with professional and intellectual competence.
One linguistic myth nearly universally attached to all minorities, rural people, the less well-educated, and even the well-educated of some regional varieties is that some varieties of language are not as good as others.
Some varieties of a language are more standard than others. This is selected through purely social processes.
EM: How do we show students we value their language, although it may not be as standard as others?
DP: Two principle ways--One: Languages always change (ex. Axe, ask, axion). Standard language is not logical. Like mathematical logic, non standard forms still have logic to them. Two: Show people that nonstandard languages are structures and if it is nonstandard, that doesn’t mean it is a breaking of these rules. All language varieties have rules and they are each systematic. They know what they want to say so they must be following the rules.
EM: Do you have advice for teachers (how to approach dialects, ebonics, AAV, etc)?
DP: You have to know something about them. So do the research and know your target audience. Like it’s a really cool idea that if you teach math, you should know math. You want to know their history, the major constructions, etc. Also, you could always hang out with linguists. :)
EM: Why do we think the belief that some languages are better than others preoccupies Americans? How does one speak American?
DP: One, prejudice, sexism, racism, any of the -isms really. I am this and I have this dialect therefore others are bad, we show that their language isn’t worth much either. There’s a serious devaluing of people. The language itself isn’t ugly. Nonstandard languages are devalued because of the people. Two, language is an ideology. Linguistic prejudices exist because people believe in the stereotypical connotations that are thought to hold.
EM: Some kids are linguistically stereotyped, how do we show students their dialect is to be valued?
DP: You could have projects that discover rules of nonstandard varieties. Just like a student could be really fast or beautiful, they also have their language to offer. You should engage them in looking at their own language varieties. They could teach other students about their language--discussing the role of rules as mini-instructors. Secondly, students can’t magically speak standard English from the beginning. What they do write or say has to be “accepted”; red ink from teachers is bad and you should discuss the difference in writing based on the audience
Dennis wants to remind teachers to remind students that our language expresses out identity and reflects who we are and who we want to be. Language is not something to be ashamed of but something to embrace and to be proud of. If you speak a different dialect, you can know just as much about the English language as the Michigander sitting next to you.
Should there be a standard for writing in classes vs. standards for speech?
Is the way the teacher speaks, the way all the students should speak?
Do minority students feel marginalized by the use of a standard vernacular?
Should you change the way you speak as a teacher to reinforce the importance of linguistic variation in students or simply accept other dialects? But is not accepting other dialects a form of monologic discourse?
Should we teach writing to include other vernaculars?