Blog Post
Nah! We Straight pgs.
49-60
Taylor Barkley
Nah! We Straight begins
with an introduction to code switching defining is as “the use of more than one
language or language variety concurrently in conversation.” Examples given in
the text are Spanglish and African American English. (AAE)
The article uses Barack
Obama as an example to this with a story from a pre-inaugural lunch. The story
ends with a waitress asking Obama if he would like his change (he handed her a
twenty dollar bill) and he replies to her “Nah, we straight.”
This reply is seemingly
worlds different from the man we heard give presidential speeches and arguments
during his campaign and presidency. However, this use of “proper” Standard
English vs a more AAE response is simply an example of Obama exhibiting
code-switching.
Code switching in schools
can be extremely important to recognize and respect. Code switching in schools
is used to help students “transition from home grammar to school grammar.”
(50) By allowing students to use all of
the languages they are comfortable with will help them bridge the gap between
home and school, thus creating a culturally relevant environment. The article
states on page 50 that we should stop ourselves from making code switching all
about race. Personally, I find this to be a fairly colorblind statement. The
whole idea of code switching is that students of the non-dominant language
group connect their home and school lives. These groups most frequently tend to
be Black and Latino students.
The video linked here
interviews multiple people who identify as black. In the video they discuss the
idea of code switching in real life situations. All of the people interviewed
discussed being able to have conversations in both Standard English and AAE depending
on the situation they are in and who they are with. Hearing their accounts of
how the daily actions of code switching impacts their lives is extremely eye
opening, especially when relating this to our future students. It will be
imperative that we keep this idea in mind when creating culturally relevant
classrooms for all of our students.
Questions:
1.
Is code switching
a positive or negative thing?
2.
How can you
incorporate multiple languages in your classroom?
3.
How would you
respond to a student calling out another students for not using Standard
English?
I think that your question 3 is an important question to discuss because as students get older, they tend to point out the differences between themselves and other students, and they often tend to point out things that other students do “wrong” more than the things they do “right.” While right and wrong in this context is purely opinionated, students don’t seem to hesitate to point these things out. If a student would call out another student for not using standard English, I would first address that student and tell them that not many people truly speak standard English all the time. I would also like to create a lesson or incorporate this concept into a lesson then to introduce this topic to all students. The standard language that we so often consider to be the right way to communicate, is just a way to perpetuate race, class, and culture. I would explain to students that the language we speak is a part of our culture and who we are, and that it is important to continue with speaking and writing in those familiar ways. I would also explain that while there are important aspects of standard English that we may learn for assessments or professional reasons, that does not make standard English the right way to speak or write. It is also important to point out to students that we all have our own way of speaking, and even if we feel we have standard English practices, we all make mistakes.
ReplyDeleteI agree Olivia. I thought question 3 was important as well. We have similar ideas about this question and I think a lot of our classmates would have close to the same ideas. It is definitely important to make sure students realize that a lot of us do not speak standard English. I like that you added in their about the language we speak is part of our culture and who we are. That is a great way letting students know that we all aren't all the same and we won't always speak the same way.
DeleteI agree with your response to question number three. I believe you made an intriguing point by mentioning that the way one speaks is part of their culture. One thing I believe many students, or even people in general, forget to comprehend is how many different countries have a variation of English, which deviates from our mythical norm of standard English. Considering there are countries with drastically different cultures from the United States and the United Kingdom, that has English as the sole official languages, such as Jamaica and Liberia, and plenty of other countries which has English as one of the main languages, such as New Zealand, we must take into consideration that English perpetually involves because culture is constantly changing. Even without this acknowledgment, culture has impacted the variations of English as people in areas of the Appalachian Mountains often has a distinct English dialect than individuals from Minnesota. Furthermore, we can also show students how there is not a standard in English from using the cultural differences which influence the slang in 1930's America deviates from the slang presented in modern times.
DeleteI really liked your response, Olivia. I think that you are so right when you say that students will notice that there are differences. I think that it is a learning opportunity for students to see that culture is different for each person in the language aspect and that there is really no right or wrong in that. Language is a part of every single person's background, culture, etc. Our students need to learn, understand and know this.
DeleteI like that you incorporated question 3 into this discussion post. A lot students has the get older get a little bit braver and sometimes just say something without thinking how that may hurt someone's feelings. I think the best thing to do in this instance is to speak with the student one on one first and explain to them that not everyone speaks standard English. I would point out words or sayings that they are used to hearing that may not be standard English. A lot of students don't realize that they aren't speaking standard English when they so certain things and that is fine. As I said, I would have a talk with the student one on one and then I would have a whole classroom discussion. I think that the classroom discussion is important because you are getting it out in the open and others are aware of what is going on. As we have to discussed before sometimes it takes someone calling you out before you completely understand and it is also important that as future teachers we express that no one is perfect and we all make mistakes.
ReplyDeleteJessica, I really like how you would handle a situation like that in the classroom, I would also have the student think about a phrase they say, that others do not typically say and point out that, that is something that they say at home and is part of their cultural so they can relate on a personal level. I would also explain how it is great to bring parts of your identity into the classroom just as it is great for other students to do the same and that it my look alot different per student.
DeleteJessica, I think this is a very thoughtful response to question 3. I also think it is important that students know that there are different dialects and ways to speak that are accepted. I like what you said about how when students get older they get braver and say things without thinking about it first. Having a class discussion on the different ways that people speak and talking about slang and all the new words that students use now would be an awesome idea! However, I also think it is important to start with a one-on-one or even talk to both students and have the one that was corrected tell the other student how that made them feel.
DeleteTaylor- I would like to answer question 1, is code switching a positive or negative thing? I feel like this answer can go either way. Code switching is something that is hard to determine when, where and how to use it. Code switching is something that is hard for people to do especially students who are trying to get an education, possibly be learning a new language and everything in between. In the Nah We Straight article there is a statement; “Code switching for them is acquiring the facility to transition from one language variety to a different one. They are not promoting what I see as the better alternative- code meshing: blending dos Idiomas or copping enough standard English to really make yo’AAE be Da Bomb” (pg. 50). I agree with this statement code switching pursue is not the answer but allowing students to mesh their home language with the English language is a great idea. Students will still be learning The “proper” English needed for testing but they will also be able to use some home language, which will allow their identity to be present in the classroom. I think code switching is an almost impossible task to ask students to do, it is hard to turn one thing of and another on without them blending.
ReplyDeleteThe idea of code-meshing is an important one. What comes to my mind here is ELL students. I've noticed when speaking to people whose first language is not English that they oftentimes will stop in the middle of their sentence and say "I don't know the word for it". Or when with someone else who is also learning English, they'll turn to them and say the word in whatever language they're comfortable in. I've found myself doing the same things while learning new languages (either academically or on my own). I'll go through the sentence until I reach something I'm unsure of, so my sentence may end up being something like, "Teastaionn uait listen to an sceal." This kind of code meshing is actually very useful for a student learning a new language because you can both see a sense of accomplishment: you know most (or at least some) of the words, and understand what you don't necessarily know, which helps you create new meaning.
DeleteBrinkley, I'm glad you brought up Code meshing. I think this might be a better alternative for students rather than code switching. Code meshing might be able to get rid of this double Conciousness as described on page 51 of Nah We Straight. Encouraging code meshing would potentially allow students to connect to their natural language and culture while also still being prepared for testing.
DeleteBrinkley, I am so glad you acknowledged how there can be two sides to the code switching argument. As teachers I feel like we often feel we have to choose one side but this isn't always true.
DeleteI also like that Brandt brought up the comment "I don't know the word for it" because more often then not, its that students feel they don't know the proper word to use so they just don't say anything.
“Code switching for them is acquiring the facility to transition from one language variety to a different one. They are not promoting what I see as the better alternative- code meshing: blending dos Idiomas or copping enough standard English to really make yo’AAE be Da Bomb” (pg. 50). I didn't know there was a term for this and I'm happy that you brought it to my attention! I think that a big thing with language is to constantly use it to keep learning and growing your skills in that language. An easy way to do this for me when I was learning Spanish, was to just say the Spanish word if I could in the moment. I think using the meshing technique along with maybe having a chart with some word translations are both good ways to encourage it. I think the MOST important thing is to make it very clear that all languages are equal and have their place in your classroom. That's a big ideology that I want to push as an educator.
DeleteAllowing students to be themselves and speak the way they normally do will be beneficial to your classroom. That's a great way to build a relationship when you're not asking someone to change just to accommodate a certain way or view of a language or behavior.
DeleteThe personal approach for the third question would occur in a twofold process as I would address the incident in the immediate context and address the situation more in-depth afterward. In the immediate context, I would pose the question, “What is and is not standard English?” Following comprehending the ideas and misconceptions the students have, I would present a YouTube video of people from England using British dialect and ask, “Do you believe the people in the video are using standard English? Why or why not?” I would anticipate the students to say no because the dialect and slang used in England are noticeably different than the dialect used in so-called standard American English. From here, I would explain that the reason we speak English is that many of the original European settlers were from England. However, despite our language dialect evolving differently in America, we do not perceive the way we use English as not the standard. From here, we can continue the dialog and discuss how culture influences the dialect one presents in everyday conversations, such as how the American and English dialects are unique from one another despite the original Pilgrim settlers coming from England. Therefore, the conversation can continue by mentioning how, in America, we have various dialects in different regions and cultures. I would use this approach because, as Wheeler and Swords (2004) determine, “A different response to language becomes possible once we recognize that language comes in different varieties and styles” (p.473). Moreover, when students understand that unique styles of languages, such as in English, perpetually evolves, then the students can recognize that this standard of English is a mythical norm.
ReplyDeleteFollowing the situation between the students, or better yet before the situation occurs, in the classroom, I would incorporate texts which exhibit a variety of dialects in the main characters. These texts would allow for discussion revolving around the character’s use of language. Furthermore, I would select books where the main character is intelligent because opposite to how many people currently perceive a dialect such as African American English, I would want my students to comprehend that merely because the way someone talks deviate from the mainstream American English does not make someone less intelligent. Moreover, as mentioned with previous readings, I believe studying Hip-Hop literature can become a way to manifest this ideology. For instance, a considerable portion of hip-hop artists will bend words, which resembles a situation in the codeswitching article when the child said “tellin” instead of “telling.” Despite some may perceive this pronunciation of the word as incorrect, hip-hop artists often used this to their advantage because through bending words or multiple words; the artists can make complex polysyllabic rhymes as in the case of a master wordsmith such as Kendrick Lamar. Furthermore, through showing a hip-hop artist of this caliber, students with similar dialects can build cultural competence and perceive their use of language as an asset in the classroom.
References
Swords, R. & Wheeler, R. S. (2004). Codeswitching: Tools of Language and Culture Transform the Dialectally Diverse Classroom. Language Arts, 81(6), 470-480.
After reading both articles for this week, I have mixed thoughts on whether code switching is a positive or negative thing, so I am glad you incorporated the first question into your blog post. As you stated above, it is important to understand code switching and how our students may or may not be code switching in the classroom. As the articles discuss code switching versus code meshing, and whether it is good or bad to learn, I begin to question which is actually right, or if there is a right way to go about different dialects within a classroom. One piece of the Nah We're Straight article that really stood out to me was where the author discussed how sometimes teachers say they support all dialects within their classroom, and that all forms are equal to Standard American English, it is also noted that this reflects false logic of equality because not all language variances are accepted the same in formal settings. For example, if we teach students to code switch, we are telling them that the dialect of their home and community is incorrect, but if they don't know "standard english," they could be discriminated against in formal or public settings. By teaching code switching, are you benefiting students or only further perpetuating racism? I think your first question brings up a lot to think about, and I am still unsure of how exactly I would answer it. I think it will be interesting to see how a diverse community would respond to this question.
ReplyDeleteI really like your comment, Ilyssa. I thought of code switching as a positive but now I could see how it could be a negative. The questions you asked are thought provoking and we should talk more in-depth about it before becoming teachers of our own classroom. My brother would say that I'm "talking white" when I would speak "proper" English and it didn't affect me because he's my brother and it didn't feel like I was being bullied but if a students says that to another student, it could make the student feel they have to speak in a certain way.
DeleteI feel that all of your questions were super thought provoking. The one that really stands out to me though is question two. How can you incorporate multiple languages in your classroom? I feel that having different languages in your classroom is something that would allow the kids to be able to start thinking about how others talk in different languages, so preparing them. It could also allow those students who do speak more than just English to be more comfortable in an environment that should make them feel safe. Which is what I want to do. I want my classroom to be that safe and comfortable environment for all students.
ReplyDeleteI also think that having different languages can help students start to think about different places that have a language other than English. In math last week, Heath and Kati talked about how having different languages in the classroom is important. They did an example on how a school learned a different language each week in their math class. By showing these, the students can keep their eyes open to see different cultures.
DeleteMackenzie, great post. I enjoyed you bringing up the fact about, "students that may speak another language... more commutable in an environment." It is important we allow these students to express themselves, they should be able to speak any languages they wish because that is a part of who they are and their culture. Why should we stop them from being able to express that? Why should we make it seem as if speaking another language is a bad thing? When in the real world you offered so many opportunities if you know more than one language.
Delete*Mackenzee
DeleteI'm responding to question two about how we can incorporate multiple languages in the classroom. Because a good deal of popular music and culture is influenced by multiple languages, Primarily Spanish and AAVE, We could bring these elements into our lessons to make it interesting to students and also let them see their own identities in what is being taught. Dr. Taylor touched on the idea of using hip hop and rap lyrics as critical texts and pairing them with more "accepted" forms of literature. this would be a good way to compare how different ways of speaking can be used to convey the same message, especially if both texts are presented as equally academic and substantial.
ReplyDeleteIn addition to this another way we can incorporate multiple languages into the classroom is by having various genres of books in our classroom libraries. This include nonfiction texts about historically famous people (inventors, scientists, pioneers of knowledge, etc.) in many cultures. This also includes fiction books that cover a multitude of cultures and are representative of varying experiences. In addition to including these specific types of texts in the classroom, it is also important to include books in classroom libraries that are not only standard English.
DeleteResponding to question 2, I think that incorporating multiple languages in my classroom will be a challenge without a doubt but also is possible. A way to incorporate different languages based off of my students and their cultures would be to have posters that had the text in several languages or doing activities based off of those languages so that everyone without the classroom understands it a bit better. Every person comes from a certain place and there are many aspects that come along with that so taking note of it and incorporating that into the classroom is very important. Both students who use Standard English and others that don't, can learn on both sides. I think that seeing that in the classroom will be incredibly beneficial for my students.
ReplyDeleteGreat post! It will be very beneficial for our students to at least get the exposure of other languages. As a teacher why don't we educate them about the other all languages in the world? Other than being a challenge why do you think teachers don't do it?
DeleteTaylor, to answer your first question, I think code switching has both positive and negative consequences. For example, pretend you have a student who recently moved here from another country and speaks little to no English. In order to advance in this country, proper/standard English knowledge is a requirement. Code switching can advance this student and lead to academic and social success. This student can develop an extensive vocabulary that will benefit him/her throughout his/her life. Now, imagine when he/she goes home and he/she chooses not to switch back. The student recently just moved here from a small country, no one knows how to speak his/her language. The only one he/she can talk to is family, but they too are trying to assimilate into this new culture. The student never switches back to his/her original code, for fear of being different and excluded. As a result, the student loses his/her native language, and with that, his/her identity. Code switching can be helpful to learn new languages, but it can also cause students to feel excluded, unimportant, inadequate, and invaluable by making them switch to the "right/proper/standard" code. To me, code switching is like forced assimilation- if one code over the other is enforced and mandatory, is switching back really even allowed/encouraged? I much prefer code meshing- we can all keep our identities while learning from each other.
ReplyDeleteTo your first question, like many people in the comments, I do think code switching could be a positive or a negative. I think that it could be a positive by allowing us to feel "welcomed" or maybe "fit in" because everyone is able to understand what is being said. This could make the atmosphere clear and everyone would get along on the lines of discussions and understanding one another. I do feel that there is a negative. Now, everyone is unique in their own way. Whether how we talk or how we are, we all are our own person. I think that people trying to "fit in" would not be being their true selves. They are trying to code switch how they talk even though they do not want to. This could cause them to feel secluded and cut off from the classroom. This could effect how they are learning by feeling cutoff form the curriculum.
ReplyDeleteResponding to your question 2, one way is if you have students that speak another language you can have them create a mini lesson over that language. The mini lesson can incorporate a song for the whole class to sing together, with they help from that student we learn it in their language. If you don't have any students to speak another language in your classroom, you can create monthly focused countries where they speak a certain language. During the month you can teach different words, phrases, and or sentences one can use. Teach a song in that language and provide the English translation. You can also invite someone that speaks the language to come into the classroom to allow the students a different learning experience. Incorporating different languages into the classroom may be difficult for some teachers but I want to provide my students with this experience, so I will take the challenge. It will provide students with cultural experiences, provide them with opportunities to learn about different cultures and learn about the many languages of the world. The ways of incorporating different languages are endless and it just take a teacher that is willing to research the ways they can use them in their classroom.
ReplyDeleteYou have so many great ideas that stood out to me! In particular your idea about bringing songs about language or maybe songs in different languages made me think about when it was work time in a lot of my classes growing up teachers would play music quietly in the background. I think that playing different genres of music or music in different languages would be a great way to keep students feeling includes while also showing other students what kinds of music is out there.
DeleteCode switching can be a positive and negative thing. It could be positive because it can allow certain people different opportunities and/or be accepted into different communities. For an example, if I go to an interview, I am going to code switch to Standard English because I was taught that only that language was acceptable and therefore I did well and got the opportunity to have the job. But this is a problem. I have to change who I am and what I am for a moment to be "acceptable". I have to comply to a set of rules that were set long ago, a set of rules I don't fit into. It is negative because if I speak the way I do within my culture, then I am not accepted and will have suffer consequences in this life because I don't speak or act in a certain manner that is stemmed from an eurocentric view. Code switching is beneficial and harmful at the same time and that's problematic.
ReplyDeleteI believe code switching can be positive and negative. It is good to know who you are talking too and to be able to adjust and speak appropriately to that person. However, it can come off as rude if you seem like you are talking down to someone. With races this can be a problem if someone thinks you are talking down to them because you aren't "the same" as them.
ReplyDelete