Do you have students in your school who are learning English? If you hesitated at all, perhaps it is because we have been made to believe that only those who speak a language other than English at home are those who come to our schools to learn English. The truth is that we are all learning English. Even those of us who are teaching English still have more to learn about the language. While this concept in and of itself is worth much further study and discussion, I want to talk particularly about the political and cultural impact of language and who is learning it.
Language is Power
We must first understand that language has a power structure to it. This power structure is impacted by politics, economics, and even ideas of intelligence. Having had the opportunity to travel to several other countries, I have seen firsthand how English is placed on a pedestal as the language of wealth and power. Because of the US’s position as an economic superpower, English is a language in which a lot of business is done. I will take it a step further and bring it closer to home. Within our schools, a majority of statewide assessments, including those that students often must take to get ready for college, are in English. Even during my time as the principal of a dual language elementary school, I noted a heavy emphasis placed on the English instruction due to the fact that our schools were going to be rated based on our performance on assessments that were taken in English. Even our students who were coming from homes where a language other than English was spoken, which we identified as multilingual learners (MLLs) were scored on their progress towards proficiency in English with an assessment called ACCESS. Our students are well aware, as are our families, that English is a language of power.
Variations of English, Variations of Power
Not all English is received the same way. Jeff Foxworthy, a comedian who grew to fame during his time on the Blue Collar Comedy Tour, spoke with a Southern accent. He is quoted as saying that “whenever people heard (his) Southern accent, they wanted to deduct 100 IQ points.” This speaks to the reality that not all English is the same. Studies have been done that demonstrate that people tend to think more highly of the British accent and more lowly of the Southern US accent. Additionally, if someone has an accent on their English from a non-european country, their intelligence or even trustworthiness is often called into question. This of course is interesting, because an accent actually often means that they are able to speak English and at least one other language.
Then there is the idea not of accents but of variations of English. Think about Chicano English, African-American Vernacular English, Appalachian English, or Native American English. While each of these variations of Standard American English have a set of rules and additional vocabulary, they are not often thought of as worthwhile endeavors. Too often, people think of them as “English with mistakes” and thus the intelligence of the people who speak them is called into question. Many times, schools feel it is necessary to “fix” these children’s English. Inherent in this idea is that their English is wrong, broken, and incorrect. When you follow this line of thinking all the way through, we arrive at the idea that the English these students are loved and nurtured in is wrong and, if they want to have success in the world, they must leave that language behind and assimilate. What’s worse is that the message is often more than just the language but the culture that it represents which must be left behind.
Please understand that we fully recognize and value what we refer to as Standard American English (SAE). This is the English used on the news and promoted by our politicians. This is the English taught in our schools and that aligns with learning standards. This English has its place and is incredibly valuable as a standard vernacular. However, when we begin to assign comparative value to it, we start talking about power. When we say it is proper English, it implies that all other English is improper. When we call it academic English, we imply that the English spoken in the homes of many of our students is not academic. This may actually be true but the message, without clarification, is that the language spoken at home is unintelligent. Slang, “ebonics,” and street language are ways to speak negatively of the language that is so often creative, effective, and often emulated.
Share the Power
When you consider the fact that Hip-Hop generates around 15 billion dollars in the US economy each year, you get a glimpse of the power of language. I challenge us as educators to be open to this idea of sharing power in our schools and classrooms. I know that we must get students to read, write, speak, and understand SAE. I know that it is the language of the state and college exams. I know that, at least in this moment, it is often the language of corporate boardrooms, courtrooms, and college classrooms. My challenge to us is not to remove SAE. It is to simply make room for other variations of English and even other languages. I believe there are a few specific things you can do today.
Affirm student identity by affirming their language. You can lift up SAE without tearing down whatever language or English vernacular that a student brings to school. If a student is multilingual, celebrate that student’s accomplishment. If a student uses the expression “Ain’t nobody talking to you,” use it as an opportunity to talk about the consistent use of the double negative in some dialects and languages. You can then follow that up with a lesson on the creation of the arbitrary rule of no double negative in SAE.
Recognize the rules of vernacular English. Take some time to learn about the languages and vernaculars spoken in your classroom, in your city, or around the world. Use the rules of those linguistic systems as fun ways to teach the rules of SAE and engage your students in multicultural learning.
Learn from your students. The internet is full of videos of teachers using modern youth slang as a way to connect (and maybe be annoying) to their students. Giving class time during the week to learn about words and expressions your students are using increases student voice and thus can help them to feel empowered in the classroom. To really show off, use one of the words you learned in your lesson the following day.
Conclusion
Language is and always has been a way in which power is gained and wielded. In our modern society, it has become all the more the case with anyone able to get behind a keyboard and publish their thoughts to the world (as I am doing right now). Inside of our classrooms we must recognize that our words are rooted in culture and come with power and privilege. We must endeavor to lift up our students and their language so that they too can walk in power.
For more information about language and culture and its power in our schools and classrooms, please look out for our upcoming book from Times10 Publishing, "Your Words Are Fire: 10 Culturally Responsive Teaching Strategies to Speak the Language of Belonging and Help Students Learn, Express Ideas, and Solve Problems."
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