Steve Harvey’s brief interview and fifth grade teacher, Daniell Russel’s ingenious and creative employment of a hybrid linguistic instruction in “Do You Speak American — Episode 3”, were genuinely interesting and thought provoking. As I watched the video, my mind raced with focused inquisition and a severe hunger to investigate the resolutions of my inquiries. Later, I read an excerpt from Keith Gillard’s, “Voices of the Self”, which in all of its distinguished authority allowed me to identify the categorical linguistic philosophy I maintain as a future educator. Considering that speech is a cognitively learned activity dependent on muscular activity — it is accurate to conclude that cultural, racial, and geographical influences greatly
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Gilyard states, “Bidialectalists postulate that Black English is equal to standard english but not quite equal enough. They acknowledge that the language variety is not inferior linguistically or conceptually but, claiming to be pragmatic, they feel that Standard English must be mastered by Black children in the schools so that these children can keep the possibility of upward mobility alive” (Gilyard 74) As illustrated in my “Resistance” blog post, I believe that black people should master Standard English as a counter-hegemonic strategy to overcome their obstacles. With this intention, I would teach my students to master Standard English in a way that stems directly from facets of their daily lives and cultures — as that is the only way that I know how to ensure that they continue to uplift, appreciate, and gratify African American culture as they enculturate the dominant English vernacular. It is the only way I know how to ensure that my students will and can spark change in the construction of the current society into a more equitable society. It is the only way to secure the student’s remote interest in adhering to the mainstream language (for the purposes of overturning injustice). My philosophical principles will advance and maturate as I continue to study the relationships between language, culture,
Gilyard states, “Bidialectalists postulate that Black English is equal to standard english but not quite equal enough. They acknowledge that the language variety is not inferior linguistically or conceptually but, claiming to be pragmatic, they feel that Standard English must be mastered by Black children in the schools so that these children can keep the possibility of upward mobility alive” (Gilyard 74) As illustrated in my “Resistance” blog post, I believe that black people should master Standard English as a counter-hegemonic strategy to overcome their obstacles. With this intention, I would teach my students to master Standard English in a way that stems directly from facets of their daily lives and cultures — as that is the only way that I know how to ensure that they continue to uplift, appreciate, and gratify African American culture as they enculturate the dominant English vernacular. It is the only way I know how to ensure that my students will and can spark change in the construction of the current society into a more equitable society. It is the only way to secure the student’s remote interest in adhering to the mainstream language (for the purposes of overturning injustice). My philosophical principles will advance and maturate as I continue to study the relationships between language, culture,