Time and time again, the American education system has placed a negative stigma on non-standardized English, labeling it as uneducated, delinquent or flat out wrong. Historical institutions have placed such a high value on standard English throughout their curriculum, that it does not allow for any variation within its system. There has been a plethora of research conducted on the validity of using standard English in these institutions, that have shown that through these practices, it does not allow for the inclusion of students who come from a diverse background. Those of which, may not have always practiced the standard English in their home. Students who grew up using a different form of English or any other language for that matter, are faced with an additional hindrance in their educational career. This obstacle that they face may have an outstanding negative impact on their grades and overall success throughout the education they are receiving due to the lack of understanding of the standardized English in which they are presented.
Most institutions measure the success of its students through the grades they receive, but many problems have the potential to arise when the student is unable to effectively comprehend the English in which they are being tested in. Dr. Jamila Lyiscott acknowledges the social psychology theory that one’s intellectual capacity is measured by the articulation of their English in her TED Talk, “Why English Class is Silencing Students of Color.” Dr. Jamila Lyiscott references the use of standard English as a form of oppression for those who practice alternative “home” languages outside of the instructive system. While this phenomenon is likely to go unnoticed by those who do not practice an alternative type of language in their home, those who do are suffering. It is imperative to acknowledge the deficits in the educational institutions as we are evolving as a culture.
In Dr. Lyiscott’s TED Talk, she poses the idea that “language is a site of cultural struggle.” This idea is visible in historical institutions that still have the slave quarters in their buildings according to Dr. Lysicott. Due to the non-acceptance of “home” languages in school discourses, she posits that institutions participate in the erasure and oppression of students from historically marginalized groups. She verbalizes that these institutions are providing a disservice to its students by not incorporating, validating and celebrating the alternative languages of a variety of cultures. In one of her five paradigm principles, Dr. Lyiscott states that alteration and action is necessary, and institutions must become more adaptable, accommodating and inclusive of different literacies to be able to thrive and grow with the ever-changing cultures and people that are present within society.
In the article, “From Silence to Words: Writing as a Struggle” narrated by Min-zhan Lu, she demonstrates the struggle she faced as she deciphered the education she received from her traditional schooling in China and the education she received from her parents at home, which highlighted the English language. Lu identifies the challenges she faced through the significantly dissimilar worlds of which she lived during her childhood. She stated, “…we had been brought up in the midst of two conflicting worlds – the world of home, dominated by the ideology of the Western humanistic tradition, and the world of a society dominated by Mao Tsetung’s Marxism” (pg. 437). Her statement, “Constantly having to switch back and forth between the discourse of home and school made me sensitive and self- conscious about the struggle I experienced every time I had to read, write, or think in either discourse” (pg 438) falls in line with the attributions Dr. Lyiscott highlights in her TED Talk. Dr. Lyiscott mentioned the challenge her students expressed to her that they engage in black literacy practices, but only in places where they feel safe. This fear of not feeling safe due to the way one speaks and uses language is a key example of the sense of “fugitivity” Dr. Lyiscott concedes.
The free expression of the language of these peoples’ identities are essentially being chastised due to mainstream society. She poses the notion that the McDonald’s slogan “I’m lovin’ it” is used as a way to relate to a variety of people throughout the nation, and while this slogan has proven to be fruitful, this phrase would have been corrected in an institutionalized setting. Likewise, using her idea of the five paradigm principles, Dr. Lyiscott claims that the reason Barack Obama had such a high approval rating was due to the fact that he was able to alter his way of speech and use of language to be able to identify and relate to various groups of people throughout the United States of America. As an African American man, he is able to use and understand language that is relatable to his particular culture, similarly, he is able to speak articulately, and in line with standard English to also earn the respect and acknowledgement of other populations, like Caucasians and politicians.
“For in spite of the frustration and confusion I experiencedgrowing up caught between two conflicting worlds, the conflict ultimatelyhelped me to grow as a reader and writer. Constantly having to switch back andforth between the discourse of home and that of school made me sensitive andself-conscious about the struggle I experienced every time I tried to read, write,or think in either discourse. Eventually, it led me to search for constructive usesfor such struggle” (pg. 437). Min-zhan Lu was able to use the educational battle from her childhood to grow and explore extensive uses for the language barriers she faced. While this struggle ended up benefitting her in her adult life, many others may not be as fortunate when faced with the language hurdles Western society poses.
Cocodia (2014) acknowledges the Horn-Cattell theory in that intelligence can be measured in two different ways. One factor of intelligence is known as fluid intelligence, or a type of intelligence that is not dependent on education or prior knowledge but one that is passed down through culture or essentially what is commonly known as “common sense.” Furthermore, the other type of intelligence this theory proposes is crystalized intelligence, one that is particularly dependent on education and experience, providing the example that making good use of language is essential in the influx of crystallized intelligence. With that being said, Cocodia (2014) conducted research that investigated the cultural conceptions of intelligence where he found that Americans “rated verbal intelligence as important with high loadings showing up for characteristics such as ‘displays a good vocabulary’, and ‘is verbally fluent.’” The findings of Cocodia’s research support the idea that institutions throughout the United States rely on the use of standardized English to determine the level of one’s intelligence. This can become a problem when one may not be fluent in the standard English, but rather is more inept to practicing their “home” language. While one may be highly intelligent regardless of their native language, today’s society already has a preconceived notion stating that a person’s intelligence is below standard due to their inability to speak and/or write in the standard English that has been embedded throughout the nation’s education institutions.
There has been sufficient evidence to support the idea that it is time to reshape the way the American Education System views language. While it is essential to have a general idea how to propose ideas, research and transfer knowledge from one person to another, it is also imperative to include the variety of differences each student has to offer. Using Dr. Jamila Lyiscott’s Five Paradigm Principles: Awareness, Agency and Access, Actualization, Achievement, and, Alteration and Action the educational institutions have a substantial duty to eliminate the oppression and cultural erasure for students who did not use the standard English in their home. Every small step taken to embrace the variety of cultures within our nation will help to expand the minds of educators, politicians and students to ensure the upcoming generations will not face the same struggles previous generations have. The ability to be consciously aware of the variety of languages one may use throughout their life will allow those to become more adaptable, accommodating, and inclusive of several literacies. This will open doors for more knowledge and understanding of different ideas and cultures around the globe.
Works Cited:
Cocodia, E. A. (2014). Cultural Perceptions of Human Intelligence. Journal of Intelligence, 180–196. doi: 10.3390/jintelligence2040180
Students Right to Their Own Language. (1975). College English, 36(6), 709. doi: 10.2307/374965
TED. “3 ways to speak English | Jamila Lyiscott.” YouTube, 19 June 2014, https://youtu.be/k9fmJ5xQ_mc.
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