Language Diversity

I found the Language Diversity and Learning (Delpit) article fascinating. Many times I have found myself starting to talk, or even act, like people I am around a lot, whether that be in another region or just next door. I’m sure I’ve even picked up a few sayings from people in the cohort. So I identified with what Delpit was saying on pg. 50 about how the change in language happens unconsciously without someone correcting you. This makes me think somewhat of the modeling we try to do as teachers. All the time we model Standard English for our students. This modeling is an important first step in their learning.

I also identified with how hard it is to speak when you are worried about doing it right. “Forcing speakers to monitor their language for rules while speaking, typically produces silence” (p. 51). This is why I was scared to speak in my Spanish class. I was so full of apprehension about saying something wrong especially since there were many others in the class who were more advanced. I never felt fully at ease in that class, except when reading something I had already written. Delpit agreed that one great place to address standard forms of English is in writing, where students can write to get their thoughts out and then edit to apply the rules (p. 61). This removes some of the stress of performing in front of the class and it also allows for the teacher to provide feedback in a less public way.

In explaining the Optimal Leaning Model, Routman points out that it applies to learning across all disciplines and to all language learning (p. 44) so it is relevant to what Delpit is saying. Routman outlines some key principles implicit in the model. “Inherent in the [optimal learning] model is a relaxed, collaborative, accepting environment that encourages and supports the learner in trying out what is being demonstrated” (Reading Essentials, p. 44). I think this is what Delpit is getting at in her article. We need to not look at dialect as a deficit or wrong. We need to accept these kids, bring in their culture, and learn from them. Another important part of the learning model for Routman is “engagement of the learner” (p. 44). I found the suggestions for using translations back and forth into “book language” (p. 62), having students take on characters (p. 53), and “teaching” the teacher their dialect good ways to give students a real purpose for exploring differences in dialect and a reason for practicing Standard English.

In the end it is up to the student to decide how and when to use Standard English, but is it up to teachers to engage them in learning which will provide them with the knowledge to do so.