Push Past the Standard--That's Small Thinking

Between Christensen’s article: “Teaching Standard English: Whose Standard?” and the first couple chapters of “Alive!” reinforces the pedagogy I plan to teach with. I want my students to be proud of what makes them unique from their peers. The power of language is a big identifier of where and what they have come from nonetheless what have learned…if anything.

Christensen’s editorial gave insight on how teach American Standard English—which seems to be the only English type of English acceptable, is actually hindering students because they are unable to express themselves the way they know how without feeling like it needs perfect or done a certain way.  Its almost like really loving a sport but never trying out because peers and other influences—social media, professional athletes, self-doubt, or; the kid who is practically the best at everything is always highlighting what they think is a shortcoming.

In the beginning of Christensen’s article, she explained the teaching style of many teachers today. Basically a 45mintue lesson do’s and do nots in English grammar. They do not take in consideration of English Language Learners (ELL). This can be frustrating for students who are not native English speakers because they are being asked to discard of their culture and what is “normal” for them to assimilate to something they have not had much time or practice.

I think one of the key ideas Christensen displayed throughout her work, was involving her students into each other lives. Allowing them to hear and feel connected to their peers through the power, sincerity and voice of their writing. Which leads me to Goal A and Goal C from Grammar Alive!  Blatantly expresses how every language has a set a basic foundation of grammar rules and through English language variety we are able to empower and encourage students to uncover language structures. (Haussamen, 2003) Before taking this grammar class I believed that there was only standard American English and then everything that was not proper—written or spoken was slang, ebonics or “wrong” because it didn’t SOUND politically correct. If the person who suppose to be over me cannot decode Mary be happy or Shoot! Girrrrll if you don’ stop it, I’ma throw yo butt into nex week... I think it is only natural to believe that I, and others like me who speak anything but the norm/standard is wrong.

Towards the end of Chapter 2, it gives an example of a teacher used a short story called Flossie and Fox to introduce students (children) to code switching. Code switching is defined as the practice of alternating between two or more languages or varieties of language in conversation. Week after week students would hear the story of Flossie and the Fox—one-character speaking (what is deemed) the proper way and the other, in a different English dialect.  The teacher eventually created a space where students were care free about switching between each character, each dialect because of their love for the book. And when one student used the wrong dialect for the character another student was able to correct them without feeling offended because they, themselves could recognize the mistake they made.

From these two readings they have only encouraged me to teach my students the importance of language and its connect-ability if we allow ourselves to be humble to languages and things we do not understand.