Standard English/home idioms

“To imply to children or adults (but of course the adults won’t believe you anyway) that it doesn’t matter how you talk or how you write is to ensure their ultimate failure.” (39)

This quote made my head run around and around in circles screaming “yeah, yeah, I know, and it’s SOOO nice to hear someone else say it.”  I’d like to point out that she follows this idea up with a discussion of how to value the dialect/language/culture in the class while still teaching what she calls “standard English.”

I have had countless arguments with people about the need to express oneself professionally in writing, and how I believe that if a writer can’t take time to use the accepted form of Standard English, edited and spell checked, I’m not being shown that the writer cares enough about what she or he has to say for me to care enough to read it.  Please, before anyone jumps all over me, understand that the context I’m speaking about is in the realm of formal public statements, press releases, statements of intent, and published non-fiction being written by Anglo college graduates.  They, in turn, have argued that I’m giving into “the Man,” or what we might term the positivistic literate paradigm-or the debatable evils of Standard English.  These arguments have always left me feeling very uncomfortable because I don’t want to give into the paradigm, but frequently, success in this country depends on the good use of written and oral communication.  Let’s face it: if you have a typo or bad grammar on a resume, you aren’t going to get the job.  If you can't express yourself clearly in writing, you might not keep your job.  As teachers, we need to have a dialogue about teaching skills vs. honoring language (and therefore cultural) differences. 

Ms. Delpit makes an incredibly compelling argument for accepting that the Standard English code exists and that it should be taught.  However, she balances her point of view by explaining the importance of honoring the home idiom-whether dialect or language.  She also wants us to think about all the ways in which we can shut down a child when teaching the standard English, and inadvertently create an environment where a child cannot be safe. 

I am humbled by her many useful practical suggestions.  As I was reading, one big idea came to me (also referenced from doing the music reading this morning) to use rap lyrics, not just as an entry into poetry and rhyme, but really just as a point of honor.  For me, some rap lyrics (and I’m not talking about mid-80’s Ice-T here) are as beautiful as the love poems of Pablo Neruda, as lyrical and playful and noteworthy.  I could see putting up large format posters of poems in other languages, raps, and dialects as a starting point to discuss standard and home language.  I appreciate the distinction. I also feel as if she has offered many, many ideas (decoding dictionaries, formal letters, etc.) that I could easily move to the classroom.  Also, in reading the art reading, I am reminded that poetry is such a beautiful, simple way to honor language and idiom.