The Skin That We Speak
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The Skin That We Speak Presentation Transcript

  • 1. The Skin That We Speak : Thoughts on Language and Culture in the Classroom Edited By: Lisa Delpit Lauren Cramer, Rhiannon Plock, Ryan Solomon, Danielle Vitta, Briana Walsh Fox News and Black English
  • 2. The Skin That We Speak
    • Twelve Chapters that tell personal experiences of teachers/professors, linguists and scholars in areas of language, culture and education.
    • Three Parts:
      • Part One: Language and Identity
      • Part Two: Language in the Classroom
      • Part Three: Teacher Knowledge
  • 3. Trilingualism
    • Chapter 4 : “Trilingualism” (Judith Baker)
    • Trilingualism (adj): using or able to use three languages, especially with equal or nearly equal fluency.
    • 3 forms of the English language that most Americans need to learn in order to lead socially fulfilling and economically viable lives.
  • 4. Trilingualism
      • “ Home” – English or dialect, which most students learn at home and recent immigrants often learn from peers, and which for the first and second generation immigrants may be a combination of English and their mother tongue.
  • 5. Trilingualism
    • “ Formal” or academic English, which is learned by many in school, from reading, and from the media, although it may also be learned in well-educated families.
  • 6. Trilingualism
      • “ Professional” – the particular language of one’s profession, which is most likely learned in college or on the job, or in vocational education.
  • 7. Trilingualism
    • “ I see no reason why students have to be convinced that the way they talk is wrong in order to master formal English grammar and speech.”
    • Trilingualism proves that there really is no “wrong” way of talking, it just depends on the setting that you are in and the speech, people that you are with.
  • 8. Trilingualism
    • “ I speak English with my family, except for my grandparents. With my friends I speak English slang and sometimes Spanish. Sometimes when I speak Spanish I end up finishing my sentences in English because there is words that I don’t know in Spanish.”
      • Juanita: Puerto Rican but lived in Boston most of her life.
  • 9. Trilingualism
    • Learning about the different “types” of standard English students become less afraid of how they speak and they become more conscious of how they are speaking in certain settings
    • “ They can weigh their options, choose how they want to speak and write in each new setting.”
  • 10. Code-Switching
    • Code-switching (n): the alternate use of two
    • or more languages or varieties of language, esp. within the same discourse.
    • “ Standard English” vs. “African American Language” or “African American Vernacular English” (AAVE), “Black English,” “Ebonics”
  • 11. Code-Switching
    • Chapter 3: “No Kinda Sense” (Lisa Delpit)
      • Maya: 11 years old, Middle-Class, African American, daughter of a university professor, Standard American English as “first” language but develops AAVE at her new school.
    • Quotes
    • “ She be all like, ‘What ch’all talkin’ ‘about?’ like she ain’t had no kinda sense.”
    • “ M-m-m g-i-r-r-r-l, that sweet potato pie is smokin’! I don’t know how you do it, but that pie is callin’ my name!”
    • “ Mom, you don’t have to worry about me… ‘cause I know how to code switch!”
  • 12. Code-Switching
    • Why code-switch?
      • Done to “fit in”
      • Change according to setting
        • Home
        • School or Work
        • With Friends
    • How does one learn to code switch?
    • Seen throughout The Skin That We Speak
  • 13. Code-Switching
    • Chapter 1: “Ovuh Dyuh” (Joanne Kilgour Dowdy)
    • “ Now my soul could find its way throughout my body, and I could feel at one with my inner reality . No more hesitation of translating Trinidadian to British idiom, no more the self-doubt associated with being perceived as a second language learner . But now, at last, I had the dignity of shaping my world as I saw it and the ability to name the world the world in the way that I experienced it. I now had a choice between the “th”s and the “de”s”.
  • 14. People Judged Based on Language
    • Linguicism (n): prejudicial stereotyping involved in blaming nonstandard speakers’ oral dialects for their academic failures (P-G)
    • Deficit or Difference? (Ch. 8 P-Gates)
    • Language and Class Membership (Ch. 8)
    • Standard English used to ward off stereotypes
    • ( Ch. 11 Meacham)
    • African American English = Unintelligence (Ch. 11)
    • Not just an American issue (Ch. 12 Wynne)
  • 15. Relating My Personal Experiences to TSTWS
    • LC
    • “ Walking to the bus”
    • “ Growing up, My mother and grandmother always corrected my grammar”
    • “ Oreo Cookie”
    • “ Talking White, Whatever that is???”
    • TSTWS
    • Efforts from Dowdy’s mother and grandmother (Ch. 1 Dowdy)
    • Standard English = “Talking right” (Ch. 11 Wynne)
    • Standard English = Language of Power (Ch. 11)
  • 16. Feelings of Inferiority
    • Journalism students feel inferior after winning an award (Ch. 12 Wynne)
    • African American parents would not speak in front of a group of mainstream parents (Ch. 12 Wynne)
  • 17. What Can Be Done?
    • Accept, believe and act upon the belief that all children are learners (P-G)
    • Welcome different dialects of language in the classroom (P-G)
    • Learn from one another, and respect everyone’s language as valid (Wynne)
    • Realize that Standard English is a dialect (Wynne)
    • Diversify thoughts by bringing dialect
    • lessons into the classroom (Wynne)
  • 18. “ Lingering Conflict in the Schools: Black Dialect vs. Standard Speech” by Felicia R. Lee (The New York Times)
    • The Inner City Youth’s POV
    • There is a stigma with “talking proper”
    • Resistance of young
    • blacks to assimilate
    • Stereotypes: “Nerds”
    • Can’t gain respect by
    • peers if they talk proper
    • Bilingualism
    • POV of Inner City Educators
    • Teachers’ constantly correcting students grammar
    • Teachers’ want to prepare their students for the mainstream
    • Have to speak well to gain respect
    • Young inner city youth need more positive role models (people of color)
  • 19. What Should Teachers Do?
    • “ A teacher’s job is to provide access to the national ‘standard’ as well as to understand the language the children speak sufficiently to celebrate its beauty.”
    • – Lisa Delpit
  • 20. What Should Teachers Do?
    • Research has shown that the constant interruption and correction of Ebonics-influenced pronunciation and grammar many teachers employ in an effort to help their students become better speakers and readers actually cause students to subvocalize, fidget and guess at pronunciations – all while also making them less confident, and consequently less likely to volunteer in the future.
    • So what should teachers do?
  • 21. What Should Teachers Do?
    • Role-playing
      • Acting out instances of formal speech
        • Classroom news broadcasts
        • Drama productions
        • Videotaping speeches and self-critiquing
    • Students will learn the usefulness of different language styles in different contexts.
    Ebonics Informational Video