Written by Alison D.
One can arguably say that we all speak our own version of a given language. As social beings, we are influenced by our peers, our elders, our environment, as well as other languages in our language repertoires to contribute to the way we speak. As we explore the idea of dialects, tongues, and Vernacular forms of the English language, it is eminent for us to take a moment to explore how these comes to be, how they are continuously reinforced, as well as what can we do as language specialist to perhaps halter the divide and social-status attribution to particular forms of language.
Van Herk (2017) mentions in his work that “Geographical location is probably the most-studied social factor affecting language variation” (p.27). That said, depending on where we are located physically, our language variety will change. As we are highly influenced by the way people around us speak, it is only natural for the way we speak to change depending on where we are. This phenomenon also applies to children! Before the age of 4, children are almost exclusively spoken to, thus linguistically influenced, by their parents. Their parents’ languages and variations which are affected by geographical location, are thus passed down to their children (Tagliamonte and D’Arcy, 2009).
If you take a moment to reflect on this, our kindergarten learners often come to school at the age of 5 never having had language experiences other than immediate family. Thus, the varieties and Vernacular languages are simply the languages that they speak! Educators, then become language models and evaluators of children who speak unique forms of languages. Though, the educators in question, do not always value these Vernacular languages and varieties the same way they would value ‘standard’ languages.
The idea of a standardized or ‘ideal’ form of English dates back many years. Typically, the standardized form of a language is associated with users of a higher social class. Examples such as highly regarded occupation and income will be associated with individuals who speak a more ‘ideal’ and ‘recognized’ form of language. ‘Non-Native-like’ speakers of English, such as second language learners and speakers of Vernacular languages in such contexts are often faced with instances of insubordination and unequal treatment due to the difference in the way they speak. This relationship of ‘ideal’ languages versus ‘other languages’ tends to reinforce the hierarchal division of society based on social class.
Even when I think about students in my high school classroom, they are speaking in such unique ways. Their ways of expressing themselves, their slang, word choice, intonation and overall linguistic behaviour reminds me every day why I love teaching secondary English. This said, since I have gotten to know my learners quite well, I can expect certain variations of English from certain students, while different forms of English from others. I, however, cannot expect a particular learner to speak more like one of their peers. This would be taking away from their individuality as well as right to express themselves the way that best fits their identities. If promoting a safe space where students can express themselves comfortably is the goal, where is the line drawn? At assessment? For oral presentations? Does it have to be drawn at all? Is there a way for all variations and forms of language to be valued and celebrated in the classroom?
Regarding the place of English Vernaculars in education, perhaps a shift from using English to ‘move up in the world’ towards a focus on intelligibility and open communication can be a good starting point to having language learners and users embrace their individuality to richen their repertoires. Educators can then ponder on “what does it mean to be a language speaker” as well as what the actual goal for language learning is, instead of focusing on creating the most ‘native-like’ English speakers. Additionally, reconsidering evaluation methods could strengthen this shift but, alas! We can explore this topic another time.
Take a moment to view Morgan Gill’s take on African American Vernacular English and it’s place in Education.
References:
Ramanathan, V. (2005). The english-vernacular divide : postcolonial language politics and practice (Ser. Bilingual education and bilingualism, 49). Multilingual Matters.
Tagliamonte, S., & D’Arcy, A. (2009). Peaks beyond phonology: Adolescence, incrementation, and language change. Language, 85(1), 58-108. https://mcgill.on.worldcat.org/oclc/5791997425
Van Herk, G. (2017) What is Sociolinguistics? Linguistics in the world. Wiley Blackwell.
Hi Alison,
I really like your question about the evaluation methods. True, as teachers, we foster diversity in our classrooms and accept students from various cultural backgrounds. We encourage them to express themselves the way they feel comfortable and love to hear their personal stories about their culture. However, at a certain point, we must evaluate their linguistic skills, right?
I find evaluation through projects is helpful and efficient. Students are encouraged to collaborate and work in teams to create a final product, which is often a combination of skills (writing, speaking) and artistic elements (pictures, colors, videos, etc.). Through projects, students have a space to transfer what is valued at home to school. To relate to the vernacular varieties that you mentioned in your blog, a sketch from a drama play, for example, could make the students speak in a certain accent or use a cultural slang. For example, a play about the oppression of Afircan North Americans would require the students to speak in a certain accent or use a specific repertoire. What is fascinating is that all of the students will have to practice that vernacular!
It’s Ali by the way 🙂