Tianyi Long
Van Hertz (2018) discussed language mismatch of students in educational systems, stating that in communities, bilingual communities as an example, students may use different languages in their homes and schools. Such phenomena were assumed to be negative, preventing students (especially for working class students) from achieving academic success and endangering the trust of parents in the educational system. However, my engagement with my local communities provides examples on another possible attitude of the language mismatch: students or their families are eager to abandon their own language features to cope with that of the educational system. Moreover, this attitude is most likely to happen among working class or immigrant families.
It is important to note firstly, that today’s society still tends to regard some languages, registers, or speaking varieties as “more valued” than others. The word “valued” here means speakers of those languages are usually seen to have a higher social status and/or have easier access to social resources. Languages used in educational systems are either an approximation of such valued languages, or at least a necessity for higher education which is also largely associated with social resources. Bearing these in mind, you may find my observations below are actually understandable:
There are occasions when families, usually from the working class or having a lower social status, feel the urge to shape their children’s language competence (or repertoire) to approximate those valued languages. Further, they are willing to abandon their home languages or their features in order to achieve this.
For example, the Ningbo dialect spoken in my hometown is quite different from Mandarin, the Standard Chinese. Many people of the older generation, who speak the Ningbo dialect as their L1, deliberately expose children to, and communicate with them in Mandarin, which is also the language of schooling. In some families (mine included), parents use dialects for communication with each other, but talk to the children in Mandarin, resulting to an imbalanced distribution of language competence of the children, who usually end up being able to listen and comprehend, but not to speak.
The top concerns of those families are firstly to accommodate children into schooling system as smoothly as possible, and to erase possible influences of dialect on children’s Mandarin accent so that to they may sound more “decent”, or more “local” in the cases of immigrant families.
Whilst this attitude facilitates students’ language learning at school in general, and is therefore regarded as “positive”, or neutralised as “strong learning motivation”, we can see there are hidden dangers. First, the epistemology behind such an attitude tends to be purely pragmatic, where the values of schooling and language learning are most likely to be reduced to a pure tool for obtaining social resources. Individual development, therefore, is diminished (for example, it does happen that the only expectation of some students with respect to education is obtaining a degree). Second, abandonment of the home languages is often accompanied by the abandonment of student’s ethnic or regional identity, and can be seen as a micro-scoped “colonisation”, as conquering occurs when the major, dominant identity replaces and erases the minor, marginalised one.
Do you have similar observations in your learning/teaching/living community? Leave a comment and let me know!
References:
Van Herk, G.(2018). What is sociolinguistics? (2nd ed.). Hoboken, NJ: Wiley Blackwell.
