As I read through both articles many of things jumped out to me. As an educator we often focus on our ELL children, making sure that language is clear and concise, and being very explicit so they can understand what we are saying. We are aware that English is not their mother tongue so we develop lessons and objectives to address, that rarely do we we ever consider that even our students where English is their "mother tongue" have trouble understanding English. I pose this question as educators
How do we ensure that all students are comprehending lessons?
As I read through "Research in the Teaching of English" I was reminded that as much as we want our students to be themselves, being themselves can potentially hurt them academically, and in turn hurt them socially. I would love for my students to be able to write as they wish, and talk as they which but the rude reality is that they will be judged and ridiculed by those who feel that they way they speak or write is not "educated" enough for not speaking and writing in standardized English. I pose this question as not only as an educator but a woman of color.
How does one teach their students to be true to themselves, but also speak and write in a way that may not be a reflection of who they truly are. How do we teach our students to write and speak with proper grammar, without oppressing the individual they truly are? Can they survive in a privileged world, where the way look ,and speak is the sole indicator of how educated and exposed you arespeaking or writing while forgetting the rules of grammar?
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