Research Project

Emily Mullins 4 - 19 - 09 ENG 313 Sherry Research Paper Linguistic Variance Project Through my presentation research I have found much information about linguistic variance and the theories about its use in the classrooms . Language variety and regional , class , and ethnic differences in dialect are a constant in the classroom , however these differences are often not explicitly discussed . There are different ways of implementing linguistic variance awareness in the classroom and integrating this knowledge into the classroom as well , but often this is difficult to do . As a teacher we cannot , under any circumstances , discount or discredit a student ’ s intelligence based on the way they speak ; we have

to

make

stereotypes

sure

students who

understand

that

experience

language

the

variety

ramifications of speech

does

not

correlate

with

intelligence or competence . My thought process concerning the use of linguistic variance in the classroom is that I , as a teacher , would have to be very competent and sure of my knowledge of individual areas of dialect differences , or I would have to allow

students

of

these

linguistic

differences

to

speak

for

themselves .

However, having students speak for themselves might be a daunting task as it could potentially be a very high - risk lesson . I had to ask the question of how best we can show students we value their language although it may not be as standard as others? We have to show students that language , in its

most

basic

languages

form , isn ’ t

‘ nonstandard ’

is

always

necessarily

varieties ,

we

changing ,

logical . have

If

to

and we

even

desire

show

them

structured as well . We also have to make them

the to

most

teach

that

‘ standard ’

students

these

of

about

varieties

are

aware that nonstandard

dialects do not break the rules . All varieties have rules and they each are systematic . Each students knows what he or she is saying , and they should be allowed to express themselves in this way without conforming to the standard rules often made to be used in classrooms across the country . This also adds another dimension to teaching : learning even more about your

students

beyond

what

you

see

in

the

classroom .

If

you

wish

to

implement awareness of linguistic variance you have to do the research and really know your target audience . You should want to then know the history of this dialect , the major constructions , gram matical systems , and lexicon features . Even if it is only used in your classrooms , you will be helping to squash prejudices engrained in the minds of people who think they speak the most standard version of English . The most important part of this awareness is

that

we

end

the

devaluing

of

people

based

on

the

stereotypes

and

prejudices that say their language is ugly or wrong because it is different . Linguistic

prejudices

exist

because

people

believe

in

the

stereotypical

connotations . I think another way to make sure kids understand linguistic differences and

stereotypes

is

through

projects

that

discover

rules

of

nonstandard

varieties . Students have their language to offer and we should engage them in looking

at their own

language

varieties . They

could

even

teach

other

students about their language , discussing the role of rules as mini - instructors . Another

way

to

integrate

this

knowledge

is

through

literature

and

other

informative texts . As a teacher you could do a unit that allows students to learn and identify historical roots of language , grammar rules and lexicon features of a linguistic variance , like African American Vernacular English , or A AVE . This will also allow students to become more aware of the stereotypes , negative and otherwise , associated with this vernacular . Teachers could begin by asking students to journal about what they think about when they hear 'Standard English' vs . 'Non - Standard English'? Then you could introduce texts that incorporate non - standard English , or even code - switching in novels to engage students in multiple components of A AVE such as in literature , film , and music to further their understanding . Students then will be able to hear and read this language and see how it differs , or resembles ‘ standard English .’ In this way , students who speak A AVE may learn more about their vernacular and to understand more fully the grammar and lexicon associated with this language . The main point is to show students that A AVE isn ’ t slang or a wrong way to speak , but that it has a gram matical system . An important site to show students is also one I used in my presentation , “ Do you Speak American? ” This site is from pbs . org and involves the complicated and in depth research of renowned linguists . Students will become engaged in the information and insight this site provides . There are several novels teachers can also incorporate into this lesson that will adjust their use of spoken , written and visual language conventions and styles . Either Their Eyes were

Watching God by Zora Neale Hurston , The Skin I'm In by Sharon Flake , or

Monster by Walter Dean Myers may be excellent choices because of their

literary merit and the use of AAVE and in some cases , code - switching . The novels can be the jumping off point to allowing students to look into what the use of AAVE does for the novel and how it might have been a completely different and less effective novel had it been written in ‘ standard English .’ AAVE can also be used as the lens through which literary devices are studied . Using these novels , films ( Spike Lee ’ s School Daze excerpts for examples of AAVE code - switching ) and music ( rap , hip - hop , etc ) will help teachers to show students the stereotypes , history and the rules that govern this language . Some poems that might be interesting to use could be " Ego Trippin' " by Nikki Giovani or " It ain't my hair " by India Arie . Using different modes can really help students see the impact of the voice of the speaker for different readers . Voice is a great way to introduce AAVE or other linguistic dialects . What does their " voice " do for readers' understanding of the character , their background , their perspective , and the society they engage with . And then , how

can

students manipulate language in their own writing by using voice to make their

writing

more

effective

and

interesting?

What

influence

will

this

knowledge of different dialects have on students' future writing and reading and comprehension? Grammar rule lesson plans can be used too so students may be able to use their own knowledge of their language to give examples of each rule discussed . Students can

discuss this openly in response to the grammar

overview and AAVE texts in a comfortable environment . Lexicon rules can also be

introduced

to

explain

the

actual

sounds

some

students

may

use

unconsciously or not have thought about before this unit . The video clip form the PBS site “ Do you Speak American? ” called African American English in

Detroit , can perhaps make this unit even more relevant . The Spike Lee film will help students to engage in and understand code switching , which is often used in classrooms ( journals versus formal papers , or in - class versus outside of class speech for example ). The focus for these films in relation to linguistic variation is the powerful social and psychological forces that

drive

speakers

both

towards

and

away

from

a

standard

language ,

resulting in a complex and dynamic interplay of standard and non standard usage both for individual speakers and within speech com munities . This film in

particular

incorporates

the

narrative

between two groups , the “ Haves ” and the

concerns

and

political

tensions

“ Have - Nots ” The “ Haves ” are light

skinned and upper class , while the “ Have - Nots ” are darker - skinned and some of them are the first in their families to attend college . Particular scenes can show

examples

language

of

of

speech

intimates ,

used

in

different

conventionalized

social

service

contexts

language ,

including and

the

language

between strangers . There are also examples of speech display in a range of affects

including

language

com municating

veiled

resentment ,

language

charged with explicit hostility , playful joking , etc . It also looks at the examples of different speech acts and the ways language can be used . Students can consider

questions

such

as

distinguishing

instances

where

speakers

shift

speech styles between A AV and Standard English , as well as when , why and by whom code - switching take place . This unit engaging students in the many aspects of linguistic variance in

the classrooms will be beneficial to standard English speakers and those who may speak the language variety being studied . The unit can include lesson plans on

grammar rules and

lexicon

rules of a

certain variety , and

can

incorporate other texts using different vernaculars in the form of literature , music

and

film .

Examining

these

texts

will

allow

students

to

learn

and

identify , through other modes , rules of the language , roots of the language , and the stereotypes and negative connotations we should want to reverse about

these

students

to

linguistic become

variances . engaged

Using in

these

the

other

modes

dialect - infused

will

texts ,

also

and

help

to

see

components of this distinct language , speakers of the language may

not

realize they are using or not have understood that their language is just as systematically rule - governed as the one that exists in the classroom , as well as in standard and formal com munication . Multiple skills will be used and students will be able to develop an understanding of and respect for diversity in

language

use ,

patterns ,

and

dialects

across

countries ,

ethnic

groups ,

geographic regions , and social rules . Students whose first language is not English

may

be

able

to

make

use

of

their

first

language

to

develop

competency in English language arts and to develop understanding of content across the curriculum . Students will also be able to use spoken , written and visual language to accomplish their own purposes for learning , enjoyment , persuasion , and the exchange of information . Another objective is for students to adjust their use and understanding of spoken , written , and visual language to be able to communicate effectively with a variety of audiences and for different purposes . The most important thing is merely to make students

aware of these differences and to understand that there is nothing wrong with linguistic variance in a classroom . These differences can help to examine their own language and to reverse the belief some language varieties are better than others .