During today's WE class we discussed articles (e.g. Matsuda) that encourage educators to expand their pedagogy by creating an awareness of the varieties of Englishes that exist worldwide. While I strongly agree that students should be knowledeable of this subject matter, I question the implications of empowering students with this information while at the same time, measuring their abilities with a single variety model. We are encouraging them to embrace linguistic diversity, but we continue to assess them with a monolithic measuring stick. Are we promoting an idealistic view of Englishes worldwide without addressing the ramifications of using one variety over the other?
In all reality students in the U.S. are required to use a "standard" English and pass standardized tests in order to progress through the education system sucessfully. Thus, in our process of spreading awareness we need to address the social, political, and economic ramifications of using varieties of English in particular contexts and the perceptions and connotaions associated with each one. While educators are the mediators of knowledge, the gatekeepers of our language policies must make systemic changes before linguistic equity, language varieties and acceptance is achieved.
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I like your well-articulated thoughts. I wonder what comes first though...do we, as educators, help create an awareness in our students so that they can become agents of change? Or are you suggesting that we hold back on enlightening our students about the varieties of English until pedagogical practices and standardized tests become representative of the variety of Englishes?
ReplyDeleteYes, we must create an awareness first so that they can be agents of change, but at the same time we must inform them of the ramifications of choosing to use local varieties in certain contexts.
ReplyDeleteLeslie,
ReplyDeleteI agree with your comment: "We are encouraging them to embrace linguistic diversity, but we continue to assess them with a monolithic measuring stick." There are a great many problems with assessing student writing anyway, but add this to the mix complicates students' and teachers' lives even more. I've often felt conflicted in assessing students' work for this exact reason.