Codeswitching: Are We Enabling Students or Supporting Oppression?
"Words are singularly the most powerful force available to humanity."
- Yehuda Berg
With ever-growing
language barriers constructed by the dominant culture, how do we as culturally sustaining teachers create spaces
and opportunities to break down barriers in the classroom that students face when
they speak different dialects of language?
Many teachers are
under the misinformed notion that there is a Standard English, and then there
are the ‘lesser’ dialects of Standard English that children speak, which are formed
within different geographical settings and cultural affiliations. In result of teachers accepting myths about language variations and how to approach it in the classroom, many schools are failing children who possess cultural vantages, damaging their identity as a learner and as a speaker.
Although it wasn't often, I can remember times in schools when teachers would blatantly correct us in front of the class and make us repeat our questions as the children had to in Wheeler and Swords article over codeswitching. I would always say the word "ain't" as I did at home, but at school I learned that it wasn't deemed appropriate and changed my usage of the word according to who I was around and what spaces I was in.
I can remember how embarrassing and demeaning it was to be criticized like that. Imagine being a student who speaks AAVE (African American Vernacular English) or another language variation, and constantly having the patterns and usage of your linguistics analyzed, criticized, and deemed as 'bad', while students who speak versions of more "standard" English are labeled as 'good'. This is because they do not fit the dominant culture norm that is reinforced by schooling and other aspects of society.
Words are a powerful force, as Yehuda Berg claims, and to diminish one's words is to attempt to sever their cultural connection of their language and remove a platform that they could use in powerful forces.
How do we change our response to the variations of language that we will encounter in our classroom and communities through which people can express their full self?
Rebecca S. Wheeler and Rachel Swords provide a solution of codeswitching. They define codeswitching as the ability to "choose the pattern of language appropriate to the context". Students are asked to use contrastive analysis to learn how to choose between formal language and informal language patterns, apparently helping them navigate certain spaces and succeed.
But what do we define as formal and what do we define as informal for certain language variations?
Codeswitching reinforces oppression through:
- Standard English (held predominately by the dominant white culture) is the language that you should use in formal spaces
- Various dialects are not 'up to par' for formal spaces, therefore should only be used in informal spaces.
Teaching students to codeswitch has proven to increase their success on standardized text scores, but is it really increasing the quality and experience of their education? Vershawn Ashanti Young claims that we cannot enforce codeswitching in schools for young children, specifically African American children, without reinforcing the lasting effect that Jim Crow laws have had on the identities of people of color in the United States. We attach the inferiority and deficit view of people of color as our nation did through legal segregation to their variations of speech by 'standardizing' an english variation used predominately by white, dominant identities. Instead of attacking the racism built into what is defined as formal and standard language in the US, teachers and society use codeswitching and other similar practices to allow students and people of color who engage in language variations to 'cope' with it by only using their natural way of speaking when it is informal and appropriate for them to. This is a way to monitor and oppress the way people of color operate in spaces where they formally interact with other culture groups, specifically the dominant one, and cause a form a legal segregation through speech in the US.
Just as Jim Crow laws legal segregation did when they were in effect, labeling variations and dialects as 'non-standard' and to be used only in informal spaces causes an effect of double identity or 'consciousness', sending the message that their natural way of speaking as good as the so-called Standard English that gets put on a pedestal through writing, speaking, and communication.
Students native language is an "inextricable feature of their communication" (Young, 2009, p. 63) and yet teachers all throughout the United States are asking them to leave their native language at the door and conform to what they deem as 'proper'. Instead of switching in and out of restricted contexts, we should teacher learners to code mesh, which Young builds off of a music to better extend the conversation.
Code meshing has the ability to combine different language variations so that all users may access the conversation in any space an individual occupies. Isn't this a truly equitable goal and concern as a nation who supposedly constitutes "liberty and justice" for all? Limiting diverse languages and dialects from formal spaces doesn't seem very liberating or 'just' in my eyes...
Below is the account of codeswitching in a young woman's life growing up in different areas of Chicago. She leaves us with the question: to codeswitch or not to codeswitch?
As future urban education teachers, we have a responsibility to address the diverse needs of every student that engages in our spaces, not just those who have dominant access to what is deemed as "Standard English". With every classroom that we encounter, we must be willing, accepting, and responsive to the language variations that will be represented among our students. It is the way in which we respond is where the controversy lies: codeswitching or code meshing? Which of these will provide the best experience for our students?
What is our response to this as culturally sustaining educators working for the equitable education of ALL children?
- What is your personal take on codeswitching and code meshing? Should teachers force students to only use their native language variation in certain settings? How will you support either one in your classroom spaces as an educator?
- Why is it you feel that the Standard English is projected as the 'standard' as opposed to other dialects and language variations?
- With the positive test score responses detailed in Wheeler and Swords's article concerning codeswitching, do you feel that codeswitching is a necessary tool, even though it perpetuates racism and oppression, in order to help our students gain more access to tests that are constructed for the dominant culture and oppressive towards minoritized groups?
- How did you feel about the young woman's account of codeswitching?
- Should she have to alter her natural way of speaking in order to accommodate others, or should we work to reconstruct the way we approach and react towards social interactions with people who speak variations of language that are not the dominant one?
Kristen,
ReplyDeleteI think your post was incredible! I loved the pianist example in your post, very eye opening. I think after reading this article, my mind thinks of code switching or meshing as conformity. In schools teachers are trying to form these students of different culture to conform to the 'standard' ways. Code switching to me is just another example of conformity, and how that is not okay. I like how you put it, that our country constitutes "liberty and justice for all". That is obviously not happening. Why conform people? Going off of your question, "Why is it you feel that the Standard English is projected as the 'standard' as opposed to other dialects and language variations?", I think this is because this is what has always been taught in our school systems. Our school systems have always revolved around white culture, and the standard that is the standard in schools is the white version of English. This also comes back to my point of conformity and schools are conforming every culture to follows the white culture in school. I think this quote found in the article relates to the conformity that I see throughout the article, "As the teacher seeks to eradicate vernacular language and culture, not only does she remove a link that could bring relevance to the classroom lives of the children, but she assails the child's family and home community, thus contributing to a barrier between the values of home and school." (Wheeler & Swords. 2004. Pg. 471). I think this quote is very deep and show the importance of non conformity.
Allison,
DeleteGreat critical connection to white dominant culture being reinforced through yet another facet of life in the United States. This inequity benefits the dominant culture of one group who speaks one certain way, disregarding and degrading the importance of other dialects seen throughout the diverse US. When you talked about "Why do we conform people?" I think that this structure is set up to reinforce the dominance that the white culture asserts over historically minoritized groups to remove the platforms they may have access to if we didn't. Basically, to me, its the dominant culture trying to keep minoritized cultures "in their place" in a sense. I loved the quote you brought into the discussion over vernacular language providing a critical and relevant link that would allow children to bring their native language or dialect into the space where they grow as learners. Our whole mission that we strive after as culturally sustaining educators is to uphold, respect, celebrate, and accept the cultural difference represented, but we do the complete opposite when we ask students to conform to a 'standard' set by the same group that seeks to oppress them and take away their power of voice.
Allison,
DeleteI completely agree with your post and the thoughts you described on this subject. I feel this way too but I am also stuck. I don't want to reinforce the idea of conformity, yet I don't want them to fail in our system. I think teaching our kids to be advocates for change can be a good place to start. Let them know about code switching, ask if they've ever done it, and ask if they think it's right. Letting them know they can be a voice for change and an advocate to those they encounter throughout their life. The education system is in need of changing, but without some push back that won't happen. I think pushing our students to stand up and take action and also let them know it's okay to be themselves and that their thoughts/feelings about things DOES matter. I'll leave with this quote which helps me to better gather my thoughts about the subject. "...when teachers are asked to teach code switching and when students are urged to code switch, both groups should reply as Obama did to the waitress when she asked if he wanted his change; they too could say: 'Nah, we straight.' " (Young, pg. 73)
I think that Kristin brings up a great point, we as students ask, why is this happening? we see the benefits of nonconforming, yet we are still forcing these children of different cultures and ethnicities to conform to the White way of things, like professor Kazembe says, The White way is the right way. But if we see the disadvantages of this, then "Why do we conform people?" We say that society as a whole has come a long way, and when were thinking about slavery, then yes I believe we have, however, like Kristin put it, we are still making these other cultures conform to the white way of things as a form of dominance or "putting others in their place" So my question is, have we actually come as far as we think we have? Mayson I believe also makes a great point, how do we help our children succeed in the messed up European based school system that we live in? Obviously were taught to respect our children's culture, but then how do we help them succeed without teaching them to code switch. I think the answer to these questions relies on a change in our education system and, we need to seriously think about what is deemed as "right" within our system.
DeleteKristen, I loved the Ted Talk you found, it fit perfectly with the article we read and with your own blog as well! As far as my personal take on code switching, I have mixed feelings. I do believe that we all code switch to some extent- we don't talk to our grandparents the way we talk to our friends. But is that just? Is it right of us to ask our children of African descent to alter the way they talk or the way they grew up to conform to the dominant culture? As far as an educator stand point I do believe to teach our kids to code switch, but as the young lady in the Ted Talk said, not to lose yourself. I think bringing in literature that shows ebonics and supports it can be helpful. Bringing in literature that's in Spanish or Swahili can be of importance too. I think it's important that everyone keep close to heart the language of their home. I think teaching children of all languages, and letting them know that it's okay to not speak the same way as someone else is also beneficial. Although, I still have mixed feelings because standardized tests don't take this into account, so that's where I struggle. Do I teach them to code switch and somewhat "conform" to mainstream when the time is necessary? Or do I teach them to embrace themselves and their differences and speak what feels right? Sadly, in our education system there is only one "right" way to talk. I want my students to be themselves, but I also don't want them to fail on major tests/exams and that's where I'm stuck. This is one topic we've had in blocks where I'm not completely sure where I stand. What are we as teachers supposed to do?
ReplyDeleteMayson,
DeleteI find myself struggling with this as well.I don't want the system to think that my students are poor writers just because they do not perform on state tests the way that the dominant culture thinks that they should. Something that I have been grappling with is, as teachers, how can we be agents of change over policy and standardization in our schools and tests so that these spaces no longer ask students to conform? Our personal voices, experiences and professional knowledge isn't adequately represented in our education system ad policies, and we won't make a change unless we use our collective voice to educate others influence the educational world. I struggle on how to do this and how I can possibly make a change that would have a great enough effect on students, but your question has definitely got me thinking!
Mayson,
ReplyDeleteI really like how you brought up the grandparent vs. friend topic, because that is so true, and I think it relates to this topic as well. I think that is a great example to show people who do not understand the code switching. Just like you, I am somewhat stuck on it when it comes to tests. The more I think about it, it is not just standardized tests. I see this being tricky when it comes to jobs as well. Even applying for a job, like in business for example. I can see professional people not wanting to hire people that do not talk "standardized English". It is just as sad as the school system. I am not saying all jobs, but I can see where this could be an issue. This brings me to thought of our overall society, not understanding that standardized anything should not be a thing anymore. I think overall this topic is very difficult, because of our society and people's unfair views. As a educator, this for sure makes it tricky!
Kristen,
ReplyDeleteYou have a very thorough post here that hits on a lot of really great points. I like that you told stories about how your teachers used to blatantly correct students in their classes. I actually used to do the same thing when I was teaching in Pike. Now that I look back on the situation, I feel so ashamed that I demeaned my students in that way and I wish I could take it back. To answer your question about how I feel about code meshing and code-switching, I think code-meshing is the better option, because we shouldn't be making our students feel like there is a time and place for their language to be accepted, as if the way that they speak isn't good enough. Page 69 in "Nah, We Straight" talks about how code-switching can make students feel like they are conforming to the way white standard English is, like that's the only correct way. I think code meshing is the better option but in all honesty, I don't know how to do it. I wish the article had told us more about that and what that looks like in the classroom.
Merannda,
DeleteYour experience is not unlike many others, including my own. Not just with students, but with people around me. I constantly find myself mentally correcting people's grammar as if their way of speaking isn't correct because it wasn't standard English. This goes to show the lasting effects that education has on teaching students to conform to the dominant language variety chosen by people of certain power structures. I too wish that the article had gone into more depth on implementing code meshing into the classroom, but this brings me back to something we talked about last semester with Dr. Suggs, 'you can't be what you can't see'. If we ourselves do not code mesh, how will we enable our students to code mesh? I initially am thinking that we can set ourselves as examples to our students as code meshers in the classroom and in our personal lives, showing our students that the integration, rather than the separation of language varieties in different context, shows that each dialect is of equal importance and value in ALL spaces. What the next step would be, I am unsure, but maybe this a point of inquiry worth pursuing for all of us as future educators and for the benefit of our students!
I like the idea of code meshing ourselves as teachers. I think that it is important to model for our students that we also do this. It makes you more vulnerable and relate able to the kids. It is really important to show that all dialects are equally important. I do however think that we cannot look past the fact that we do have standardized tests. (love em or hate em, they are here) Students need to be able to pass the tests in order to graduate or not fall into the cradle to prison pipeline. Teachers in the grades above may be stuck in their ways and apply these test scores to their ideas of students and this could cause a deficit thinking of the kids. I am not sure how the best way to do both would be. Any thoughts on how we could respect the kids and their families while ensuring they are not falling into the trap of failing the test because they have not been given the tools to answer in the desired way? I know this sounds like I am supporting SE as the primary dialect. I am not. Just a little confused on it all.
DeleteKristen-
ReplyDeleteI think your post is great! I really can connect to your story of saying "ain't". I had a teacher in third grade teach me a poem, "ain't, ain't a word, so I ain't gonna say it." She made me repeat this in front of the class every time I would use the word. I eventually quit saying it but it made me feel extremely disrespected and embarrassed with the class. It portrayed me as ignorant and less than. I know that we are not supposed to teach for the test but in the current educational system we must at least attempt to help our kiddos pass. That being said, I think the idea of teaching code switching is really an necessary idea. Students have to pass the test. I think that teaching code switching can be done without being oppressive. I think it all depends on how you bring it into the classroom. I also think that with the code switching we need to teach them to mesh their dialects together as well. I like the way she taught it to the kids. I would be interested to know if she allowed them to use AAVE in the classroom instead of SE. I think that if I were to teach kids to code switch, it would be extremely important for me to encourage them to use the language they are most comfortable with for me. I think this would show a mutual respect for the students in my room as well. I do not use AAVE in my home. I too would have to learn to code switch within my mind to understand them.
It is oppressive that SE is the language style used on tests but this is a systemic problem that my students will need to know about. The idea of teaching democratically is to instill in them this idea that they can be agents of change. If we do not discuss these racist and oppressive ideas that are still in effect, they will never be able to make changes.
Melissa,
DeleteI like where you are going with wanting your students to be able to pass the standardized tests. I also like how you lifted up the idea of exposing the injustices built around language in public schools and spaces in the US to our students. I think that without helping students and providing access to resources and ideas, they cannot be agents of change, and the classroom is the perfect place to promote this and help students grow in this area of their life. My question would be, is it better to teach them that these tests are oppressive - that school is oppressive - but then still teach them to codeswitch for the test results, or is it better to set the tone of change by going out and advocating ourselves against such means?
Kristen,
DeleteIf we refuse to teach them code-switching for the greater good are we doing more harm then good? These students have to be graded by Eurocentric ideology when they take the SAT or ACT which is what essentially gets them into a college. I think it is almost greedy of us to refuse to teach students the necessary tools to move up. I think there is a balancing to teaching something like code-switching and showing the students why it is important. We as on collective group of teachers can't change the entirety of education because we refuse to teach something. We are actually taking opportunity from our students because the system is not yet designed to accept this dialect of our students. We must advocate for them, but still give them the necessary tools until they are no longer needed.
Great job packing lots of good information into this post; this is such a thought-provoking topic. "Yet, the child who speaks in a vernacular dialect is not making language errors; instead, she or he is speaking correctly in the language of the home discourse community" (Wheeler and Swords, page 471). It puts students off to be constantly corrected on their speech; students in the example eventually stopped asking their teacher questions because they were so anxious about speaking SE incorrectly. Implying that AAE isn't the "correct" way of speaking is condescending and doesn't account for the fact that AAE has its own grammar rules and therefore has its own working system of grammar.
ReplyDelete"Nah, We Straight" changed my perspective on the arguments for not teaching students to codeswitch. I can now see why people would make that argument, and I agree to a certain extent. I think that for it to work in practice, a lot of changes would have to take place in schools first; however, it could happen.
I think that as the American education system is now, it will probably still be necessary to teach our students how to codeswitch, because SE will be necessary for many paths our students will want to take. For the SAT, SE is still a skill they will need.That's not to say that the SAT couldn't be changed over time, however. There could be an AAE version of the SAT students could opt to take, the SAT could start including both AAE and SE in its Reading and Writing sections.
Christa,
DeleteI appreciate your perspective on the need to teach our students to codeswitch, as many others are grappling with as well. I do think that our students will face a lot of push back if they do not learn t codeswitch, and I myself am not educated enough to understand what barriers our students might face from the dominant culture if they do not learn to codeswitch. With the current state and acceptance of our society, will they be viewed as adequate candidates for professional settings? Will they be respected in positions of power? Will they be judged, ridiculed, or shut down due to their speech? Will other's ignorance affect their personal view of themselves?
How will we change the status quo, dominant language variety, and approach to language in public education?
Great points! No student does not want to feel like they are doing wrong all the time. If teachers constantly bash student's native language or their unique ways of speaking, students will be silent. It's common sense. Students can't tolerate harsh criticism and teachers should avoid doing this. Wheeler's mentioned to readers that Standard English is one of various languages. Standard English is a dialect of English, so it is not the "correct" way to speak. There is no such thing as speaking "correctly." It is necessary for students to code-switch because each student enters a classroom with unique talents, language, skills, etc. As teachers, we should use their prior skills to help succeed in their academics.
DeleteKristen,
ReplyDeleteFirst of all your blog post did an amazingly great job summarizing the article Codeswitching: Tools of Language and Culture Transform the Dialectally Diverse Classroom by Rebecca S. Wheeler and Rachael Swords. I also loved the video that your chose to incorporate. For me, the article was a bit difficult to get through, but then when watching the video and it bringing in examples of former president Barack Obama, I could really understand what codeswitching was in a context point of view. As for your question, "Why is it you feel that the Standard English is projected as the 'standard' as opposed to other dialects and language variations?" I think we have to think about how our country was first formed, and who has the power in our society. Its the white European way of things. Just like our whole school system which is also based our Eurocentric view point. This includes, but is not limited to the books were teaching from, the stories we are reading, and the tests were taking. We based everything off of the dominate white view, and expect other cultures to either conform or drop out. According to Wheeler and Swords, "third grade kids in the primarily white, middle class Palo Alto School District scored on the 94th percentile in writing; by the [sixth] grade, they had topped out at the 99[th] percentile. By contrast, third grade kids in primarily African American working class East Palo Alto (Ravenswood School District) scored on the 21st percentile in writing, but by the sixth grade, they had fallen to the 3rd percentile, almost to the very bottom" (2004, pg. 471).
Ashley,
DeleteI appreciate your comment and voice concerning the materials that we bring into the classroom. I agree that in order to start changing the conversation - literally - we have to bring in ideas and books and resources and examples, not only within our classroom context but also our personal demeanor to work towards an equitable environment where all language are equally appreciated and respected and used in all spaces.
Kristen,
ReplyDeleteI enjoyed you blog! I think code-switching is an important topic for us as future teachers to cover because it does seem to be oppression over another way of speaking. I also think code-switching is necessary. I like when you brought in your use of ain't. I too used ain't, y'all, and seen instead of saw a lot growing up because of who I was around. I soon cam to realize those were really not the formal way of speaking so I began code-switching. While around family up north I spoke the way I always had, but when I came back home for school and work I talked very formal, and very "intelligent". I do though see code-switching as an important part in someones dialect. There ability to code-switch to the situation is impressive and needed when you write a paper for the SAT or when you go in for a job interview.
This Ted Talk is another example of code-switching that explains her 3 ways of speaking English. It is a beautiful video of her switching between all of her three ways of speaking because she is "articulate".
https://www.youtube.com/watch?v=k9fmJ5xQ_mc
Although we are teaching kids a very Eurocentric way of speaking, we have to make sure not to take away their culture when they do so. Allow them to use their dialect in everyday class. Applaud them when they use it in their narrative because it shows the depth of a character. I think it is so important to give them credit for the way they speak, but also bring to an understanding what "formal language" sounds like. Don't let them change who they are to fit the formal language, rather let them speak through the formal language when it comes time to.
Kyrsten,
DeleteI appreciate your personal anecdote to contribute to to conversation. What if find that really hits home with me in a way that almost makes my heart hurt when you referred to changing your speech as more intelligent. I can only imagine that other children who may feel that their native variety of speech is not "intelligent" enough to use in formal spaces such as school. Is it really up to us and others to dictate what "formal" language sounds like? And if we do define what formal language is, then what damages are we inflicting upon a students identity?
Kristen , this post was very well written. The way in which you prensted your evidence and organized it in a way that was clear to apply to us as educators was flawless. The ted talk you added was very good , there is nothing like a great speaker to tie in a point. I did not have any previous understanding of what code switching was until reading this and I am now aware that we definitely are changing the ways in which children know how to function, schools are asking them to leave their identities behind and conform to norms which is extremely detrimental to them as individuals and learners. Allowing them to be themselves is the number one way to gain their love and respect and also the only way they can fully invest in their women learning.
ReplyDeleteGreat post Kristen! I agree with all your points as it correlates with Wheeler's piece. This week's reading, especially Rebecca S. Wheeler's piece, was informative and insightful. It was nice to hear that correcting and not abiding to student's dialects and language is not helpful to the student's learning. It would awful to read statistics that reveal dialects is a hurdle to their learning. But at this point we all know that connecting prior knowledge (culture related) to present knowledge creates effective learning. Teachers should not criticize a student's way of saying words. We learned in the past courses that one of our goals as teachers is to build student's confidence on their learning abilities and identities. It would be harsh for any student to hear us degrade an aspect of their culture. They will feel embarrassed to speak their language with friends and family. Teachers should not judge a student if it regards their culture and identity. As mentioned in Wheeler's article, "dialect prejudice re-duces teacher expectations for the child’s abilities (Baugh, 2000). As teacher expectations are reduced, so potential child performance is di-minished (Delpit & Dowdy, 2002;Nieto, 2000)." I believe code-switching and code-meshing should be implemented in any classroom environment. Students who speak a different language at home or speak it at all times should be allowed speak it in class. If a teacher forbids them to speak their language in class, they will refuse to talk entirely. How will they learn if their prior abilities aren't being valued? Students who jump from one language to another language, are still absorbing new knowledge on the English language. When I was in kindergarten, I began to learn English. I code-switched in my head throughout the day. I constantly compared and contrast Spanish words to English words. Sometimes I found similarities between two words such as doctor/doctor, chocolate/el chocolate, radio/radio, color/color, elephant/elefante, etc. Students learn faster if they compared and contrast two languages. An effective learning process is when one makes connections between two subjects or topics or ideas. We code-mesh all the time when we study. When we are learning new science or math terms, we often try to make connections between what we learned to what we are learning at the moment. Overall, we should allow students to use this technique because students can't learn with an empty mind. For your next question, I wouldn't mind if my students spoke their native language in class. I believe students can express more through their native language. In fact, It is pretty easy for them to translate their statements to you through pictures, hand-gestures, and etc. If teachers don't think students speaking their native language in various settings should be a rule, I think that is fine too. Every teacher is different and students can still express their language on certain times and places. As long as teachers aren't prohibiting their students to speak their native language, I think limiting native language usage can be acceptable. For your next question, How will you support either one in your classroom spaces as an educator?. I would mimic Rachel's techniques where her class compared and contrast informal and formal writing/language. I would do similar activities in my future classroom such as writing their own picture book. The picture book would possibly include informal writing. We can review and revise their books together and create two versions of books. While we are editing, I will mention that both book are readable. I can tell them that the first book, you can understand it better because it is your realistic words. While the other book is understood by people who read formal writing. I wouldn't despise either texts, but value each book. Students will gain more knowledge on their language and formal language.
ReplyDelete