Reflection

Recommendations

The research that my students are currently conducting into language may deepen their understanding of language variety--especially if they have chosen a topic related to their own language use or language use within their community.

It would be interesting to know more about how students define "Standard English." What exactly do they think that means? I asked them how often they use Standard English, but I'd also like to know what they think about others' use of Standard English. Whom do they think uses Standard English the most? What do they think about the relationship between Standard English and various other social factors, such as age, gender, race, and class?

I'd like to know whether completing language research has changed their assessment of language use.

Conclusions

My students seem to have a sophisticated understanding of language variation. They recognize how language use changes with circumstance, purpose, and audience. They clearly associate Standard English with school and work. They also see Standard English as necessary for success.

Data

Almost all of my students said that they use Standard English grammar most or some of the time. Very few reported using it "all the time," on one end of the spectrum, or "rarely"/"never," on the other end.

My students reported using Standard English grammar in many different settings. Nearly all of them said they used it in their writing. The second highest response was "in class," followed by "with strangers" and "with parents." By far the lowest response was "with friends."

Out of all the students I surveyed, only 2 said that learning Standard English Grammar was not important. The rest cited jobs and success as reasons to write and speak in Standard English Grammar.

Almost all of my students agree that people "use a variety of dialects in different parts of their lives" and think that people "should speak different ways in different situations." Only 2 students said that people mostly use Standard English. Only 4 said that Standard English should be used all the time.

Primary Research

I had my 9th grade Literature and Composition students take this survey (97 students total). This survey was adapted from Godley and Minnici, p. 343.

Language Survey
1. How important do you think it is to learn Standard English grammar? Explain your answer in at least two complete sentences.

2. Circle the sentence that best describes how often you use Standard English grammar? (Circle one.)

I use it all the time.

I use it most of the time.

I use it some of the time.

I rarely use it.

I never use it.

3. Why do you use Standard English grammar as often or as infrequently as you indicated above? Explain your answer in at least one complete sentence.

4. When do you use Standard English grammar? (Circle all that apply.)

In my writing

With my friends

At work

In class

With my parents

With strangers

5. Why do you use Standard English grammar in the situations you indicated above? Explain your answer in at least one complete sentence.

6. Do you think most people just speak one dialect (like Standard English) or use a variety of dialects in different parts of their lives? Explain in at least one complete sentence.

7. Do you think people should use Standard English all the time or should speak different ways in different situations? Explain in at least one complete sentence.

Sources

Beveridge, Cathryn. Guest Speaker Address. Ms. Bergman's Lit & Comp 9 Class. Decatur High School, Decatur, GA. 18 Sept. 2008.

Godley, Amanda J., and Angela Minnici. "Critical Language Pedagogy in an Urban High School English Class." Urban Education May 2008: 319-346. ERIC. EBSCOhost. Georgia State University Libraries, Atlanta, GA. 22 Jul. 2008.

Lewis, Ann. Guest Speaker Address. Ms. Bergman's Lit & Comp 9 Class. Decatur High School, Decatur, GA. 25 Sept. 2008.

Williams, Arlethea. Guest Speaker Address. Ms. Bergman's Lit & Comp 9 Class. Decatur High School, Decatur, GA. 19 Sept. 2008.

Secondary Research

Researchers Amanda Godley and Angela Minnici tested a weeklong language variety unit, based on principles of linguistic grammar, in three tenth grade English classes in an urban high school, consisting of mostly African American students. Classroom discussions revealed students’ complex understanding of language variety and power, supporting the belief that language and literacy instruction should begin with students’ expertise. The language variety unit seemed to affect students’ understanding of “proper” English. (This was tested with attitude inventories administered before and after the language variety unit.) At the same time, the unit highlighted conflicting views held by students that “proper” English is the dialect necessary for success and that their “slang” is just as good as other dialects.