If there is evidence that they’re unaware that Korean is a real language (as opposed to “improper English” or gibberish, etc.), and that there’s nothing wrong with speaking it, I would highly recommend it.
Aside from the bigoted phrase “correct English” (there is nothing incorrect about speaking a dialect), I agree, as do the researchers in the OP, and they suggest ways to increase the likelihood that every child learns to speak SAE fluently.
I’m sure they are unaware of a lot of different languages and dialects. Seems like a lot of time would be taken up making sure everyone knew what they all were. My kids may visit a lot of different regions of the US and the world. They need to know about every dialect they may happen upon so they can be good visitors to that part of the country?
Learning about dialects is probably always a good thing, but in my non professional opinion, it seems reasonable that students should learn about the existence of dialects common in their own communities. Isn’t that reasonable?
Aside from prejudice, I’m baffled why anyone could actually be concerned that their kids might learn of the existence of AAVE or other dialects common in their own communities.
Yes, as I’ve already stated. Learning about the existence of dialects common in their own communities is an awesome topic in the realm of Social Studies. Learning that some people speak different dialects of English is reasonable. Knowing not to make fun of students who speak different dialects? Of course, all for it.
What more is there to teach non-AAVE speakers about that is helpful enough to be part of the “General Curriculum”?
Are you wanting a detailed report, what milestones have been achieved, what time frames are to be expected for future milestones, what problems are being encountered, what resources are being asked for?
If so, then “It be bangin’” isn’t appropriate, but neither is, “It is going well.”
If the response is,
"Well, we’re pretty tight on the schedule, but we got modules 1-4 done this week, and we be expectin 5 and 6 by the end of the week. There may be some issues with debugging when we have the code compiled next week, so we may be looking to hire some contractors to assist.
But, pretty much, it be bangin’"
Is that really a problem?
It’s an awesome topic in English class too (far more appropriate than in social studies, IMO), especially because it’s specifically about the English language, and specifically meant to help kids be fluent in SAE. Fluency in SAE sounds like a goal that fits best in English class.
Not when some dialects are openly favored over others. Aside from that using dialect speak outside of family and friend networks is rude and insulting.
How does teaching of the existence and acceptance of AAVE help non-AAVE speakers be fluent in SAE? Please be specific.
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It doesn’t, because that’s not the objective. It does help them become less ignorant about the culture of their community, unlike their parents.
It might help them contrast SAE to other dialects.
I’ll note that IMO this is very obviously wise policy even if the only benefit SAE fluent students got was social and for good citizenship.
Why are you so resistant if you accept that this would be so beneficial to AAVE only kids? Is the thought that other kids might benefit massively, and be more competitive with your kids, who might not get as large a benefit, that terrifying? I can’t figure out what could possibly be so bad.
If all you know is that there is one dialect, and everyone speaks that dialect, then you can’t learn all that much about it. It does require comparison and contrast to something else to really understand it. I went though years of english classes, without really understanding it until I took spanish, and suddenly, the comparisons between the two made english make much more sense.
So, just as the AAVE students don’t speak SAE fluently, the kids you think of as SAE don’t speak that perfectly. They say “yeah” and “ain’t” when they feel like it. They use relaxed informal language when amongst their friends.
If it is only the AAVE people that are thought to have to do code switching, then the SAE people don’t think that they need to do so, and then when they go to job interviews and do presentations, they don’t know how to speak formally as well as they should, and they understand even less the need for it.
By having classmates who also speak english go through a more obvious form of code switching in order to speak a formal version of SAE than the SAE native kids normally do, teaches all the students how and why to speak appropriately in different circumstances.
I’m somewhat doubtful that division like that is a solution.
It sounds too much like excluding statistics from the study of history, civics, social studies, political science, etc., on the grounds that statistics belongs in math class, where it can be safely treated as a pointless exercise in juggling symbols.
In general, we need a holistic approach - showing how skills in one subject are applicable, not just isolated exercises without relevance. A paper in biology needs the clarity and precision that even SAE speakers don’t acquire by social exposure.
On the other hand, it’s not going to promote or excite kids to learn if every use of “ain’t” is pounced on when a teacher finally manages to get a kid to make a classroom contribution.
Okay, I don’t think this conflicts with the broad thrust of the article.
Sure, I agree. I’m just hard pressed to understand how informing students about different cultures belongs in English class.
Sure. And what class does information that improves learning about social issues and good citizenship belong? I’d say Social Studies. Not English.
Why are you so insistent that this must be taught in English class?
Because they’d be learning about the English language, which includes multiple dialects. Learning about the dialects common to their area will help them better understand the use of English in their community. Why would another class be more appropriate for kids to better understand, and utilize, the English language?
Because they would not be learning about standard English, which is the point of English class. Different cultural dialects belongs in a different class.