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 sure students who experience the ramifications of speech

stereotypes understand that language variety 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 form , is always changing , and even the most ‘ standard ’ of

languages isn ’ t necessarily logical . If we desire to teach students about

‘ nonstandard ’ varieties , we have to show them that these varieties are

structured as well . We also have to make them 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 concerns and political tensions

between two groups , the “ Haves ” and the “ 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 of speech used in different social contexts including the

language of intimates , conventionalized service language , and 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 linguistic variances . Using these other modes will also help

students to become engaged in the dialect - infused texts , and 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 .