Rough Draft

Rough Draft:

In America there is the stigma that those who do not perform adequately in Standard English literacy do not have an understanding of the English language. The same is true of the opposite, when Americans visit foreign countries they often times have little understanding of the language and expect that the people in the area will have some sort of understanding of English. Unfortunately this can also been seen in the classroom. There are many examples throughout time where students are belittled due to their lack of understanding of the English language or using their own language to fill in the gaps. To cope with this social stigma and discrimination, English language learners use code switching. In the article by Chad Nilep he describes code switching and its application “Code switching is defined as the practice of selecting or altering linguistic elements so as to contextualize talk in interaction. This contextualization may relate to local discourse practices, such as turn selection or various forms of bracketing, or it may make relevant information beyond the current exchange, including knowledge of society and diverse identities.” First it is important to understand and analyze how immigrants and foreign students adjust to socio-cultural norms, it is just as important to examine the counterpart, analyzing American language learners experience picking up socio-cultural norms of another country. In this paper code switching and its application will be examined in order to create an understanding of how to use code switching in the classroom. By understanding how students adapt their language to their environment, it will be clear to see the advantages of incorporating student’s language into the classroom.

            In history code switching has been used differently than bilingualism. This is because of how we define code switching. It is “ the practice of selecting or altering linguistic elements”. This means that one can code switch between two types of English’s, where as bilingualism is defined as being fluent in two different languages. This is where dialects come to fruition; dialect is defined by Merrian-Webster as “a form of a language that is spoken in a particular area and that uses some of its own words, grammar, and pronunciations” (Merrian-Webster). In the classroom student’s dialect will arise, and sometimes students will belittle other students because their way of speaking isn’t congruent with the social norm. It is easy to recognize when students code switch, they attempt to adjust to the environment around them. This can be more commonly seen in comparing discussion language with academic writing on the same discussion topics. Students are able to switch from a more social type of English, to a formal type of English.

Next Paragraph: foreign English language learners ability to code switch

Next Paragraph” American Students ability to code switch from standard to social spoken foreign language, also show how someone can adjust to two different dialects of the same Language I.e. France French vs Quebec French.

Blog #5

    In the article I read the author, Geneva Smitherman describes the issue of defining  "Black English". She states that the dialect was originally studied in an attempt to change and assimilate blacks into mainstream society. She notes that the study of blacks and use of educational programs were a product of the civil rights movement, as well as the "up-from-the-ghetto and Great Society efforts". Not soon later she speaks on how the dialect is most commonly used today; specifically concerns of social policy and political matters. This is where I connected with this piece of writing, although Smitherman argues that Black dialect is used in social policy and political matters, I have experienced accounts where no social policy was involved but the dialect was still questioned. A specific example of this is hearing questions like "why are you talking black?" or statements like "you talk so white for a black person.". In these situation the interaction is at a low level where each person has nothing really to gain from the other, yet the dialect is still questioned. I found it to be odd that Smitherman didn't address this initially when stating the current use of the dialect. Smitherman instead focuses on the stylistic choices that Black dialect can have with examples like "it bees dat way sometimes" she explains that the statements suggests a point of view, a method of adapting to life's realities. This example is important because it illustrates the power of idioms, as well as highlighting the  adaptation that Blacks were subjected to mixing their own style with the English language stemming from Afro-American culture. Smitherman then dives into the history of the mixing of African culture and the English language. Smitherman later speaks on the issue I brought up earlier, that of black dialect being ostracized on a low social level. She notes that Blacks are ostracized by other Blacks for speaking White English. She then spotlights the Africans that free during slavery, shining light on how literate they were with White English. Smitherman even says that the ability to be competent was a very much correlated with being a "freeman".
    I would like to apply different types of English in my classroom and i'm sure it will arise on it's own. As an African American I don't think it will be too challenged to bring in Black dialect in an appropriate manner. I would try to focus on lyrics from certain artist; those who send a message with their lyrics. Using artist like Tupac and Ice Cube: focused on how they used their music to reflect their reality.
    I think this article helped with my final research project by helping me think of ways to incorporate media, like music into a lesson plan. How I can use the lyrics and language from artist that students recognize and idolize. The focus being mainly on the way the artist style their English.

Blog 4

In the article The Place of World Englishes in Composition: Pluralization Continued by Suresh Canagarajah he brings up some interesting points about English and how we classify native and non native speakers. The main focus of the article is recognizing that there is an issue with the way we currently recognize the english language, and Suresh proposes some solutions on how we can change our view of the English language. 

The whole idea of English becoming a globalized language is clear to see. English is present in places like Nigeria, and SriLanka. Suresh, although he grew up speaking English his entire life, some still classify him as a non-native English speaker. Because of this Suresh challenges those who believe he isn't a native English Speaker. He proposes that because people grow up bilingual (code switching) that they should judge them in terms of competence. Proposing levels like expert and novice English speakers. I thought this was a god idea because of todays diversity, it recognizes that students have their own form on English, and that they are still equipped with the tools to communicate effectively. 

The next point that Suresh brings up was Local Englishes and how they are traveling via media outlets. Suresh states CNN, MTV, and Hollywood as a whole are responsible for the traveling of Local Englishes, this means that the "standard American English" can be viewed and analyzed by bilingual watchers helping them assimilate. Suresh notes that it is not the bilingual student who should assimilate, but instead the English Language should become a plural language or a multinational language. 

Which brings me to my next point, Suresh goes into detail about how native based English classes or standard English classes are generally useless to students in their everyday lives. Suresh talks about how the internet can serve as constructive and developmental place. The internet is forum where different Englishes mingle freely. This helps students connect with other students of the same diverse English language. Sometimes students can feel as if their English in the classroom is adequate making them feel lesser than their peers, however on the internet they can freely interact with the global speech community (as Suresh calls it). 

Suresh makes it clear that focusing on native English isn't effective, and that it is more important to focus on "real world" situations in which students will communicate. Suresh argues that social interaction is where the learning process flourishes. His focus is developing students ability to shuttle between languages rather than assimilating to the local language. He also argues that native speakers should be able to do the same, being open to different forms of English. Suresh states that multilingual speakers make accommodations for other multilingual speakers and this process is more intuitive. 

To conclude my analysis of The Place of World Englishes in Composition: Pluralization Continued I agree that native speakers can be less skillful when making accommodations for multilingual speakers. The ideas Suresh has about English becoming a multinational language are backed with solid evidence. He challenges the idea of native English speakers being just those who are born and raised speaking the English language in a country where English is the only or main language.