Deeming Standardized Englishthe “correct” language for academic, professional, and intellectual contexts con-structs a linguistic hierarchy that devalues and delegitimizes students’ own lan-guage varieties
I came back and when I reread it, I realized I didn't fully read this paragraph. Is code-meshing and code-switching different?
code-switchingas a way for students to maintain their own language varieties while also becom-ing acclimated to Standardized English.
I think there is an important balance of just knowing how to write and get a message across effectively and respectfully.
As someone learning English asa second language, she expected the texts assigned in a college English courseto offer models of Standardized English and did not see any value in readingthis work. This student was certainly not the only one who has expressed frus-tration or discomfort with Walker’s writing; many students have criticized it
I like that she points out the disadvantages that can occur because it shows that her argument is the 100 percent correct way that will work for everyone.
Through both form and content, these texts offer students representations of lin-guistic variety in US literature and culture and prompt students to critically ques-tion the functions and implications of Standardized English
I agree as it was cool to see some other representation of different cultures in this course. I don't think I ever had a thought about SAE in education til this course.
Amy Tan
I remember reading Amy Tan's "Mother's Tongue" at the beginning of this course and see the connection in the modules now which is cool haha. I like that I was able to recognize her name.
This prompted me to consider whether students might internalize theStandardized English norms they are taught to such an extent that they developlinguistic prejudices against their own language varieties
Her student before with the poem written in Jamaican Patois had expressed concern that the author would not accept the text, showing evidence that there might be some internalized prejudices against language varieties.
Throughthis inversion of the professor-student hierarchy, students who may ordinarilyfeel marginalized or disadvantaged in English classrooms as nonstandardizedor non-native English speakers now get to act as teachers, leading discussionsof language and literature.
Having to teach something as a student is a good way to show and practice what they learn. It gives a voice to students who might not view SAE as the easiest English and also gives them confidence.
works that they think represent “good writing” or “good literature.”
Giving students a choice in what they think is "good" is progressive towards her goal of promoting linguistic diversity because their definition of "good writing" might be different across languages and culture.
This essay offers strategies for making college English courses more linguis-tically diverse while also demonstrating the importance of continuing to addresslinguistic prejudice and language diversity in academia
Using the CRAAPS method again, I can see that she is trying to teach and inform us on how to make classrooms more linguistically diverse.
I draw on my experiences teaching andencouraging linguistic diversity in my composition and literature courses atQueensborough Community College (QCC) in Queens, New York, the most di-verse county in the United States
Here using the CRAAPs method I can see what how reliable the source is, but there might be some sort of bias since she is an educator herself.
anguage skills are deemed “college ready.”
Talking about how some students have to repeat a their English or writing course can show that having a standard in these types of classes can cause another barrier they must step over.
e was surprised to learn that some of thestudents in the United States were also second language speakers ofEnglish - people "like us."
When she says "like us" she knows that people with another native language other than English has its own community.