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.

My Research Plan

Secondary Research
I will explore other teachers' approaches to language variety in the classroom. I hope to find an article on students' attitudes toward and knowledge of language variety.

Primary Research
I will survey my 9th grade Lit & Comp students (97 students) to find out what they know about language variety, whether they see their English as standard, and whether they see themselves as using multiple language modes.

My Research Questions

How do high school students see themselves as language users? How can I help my students understand language variety? Do my students see their English as standard? Do they see themselves as using multiple language modes?

My Research Goals

I want to know more about how high school students--especially my ninth graders--see themselves as language users. I am particularly interested in their understanding of "standard" English. I wonder if they see their English as standard. I also want to know if they see themselves as using multiple language modes. I hope to learn how to include the notion of language variety in my teaching.

Language Beliefs That Guide My Work

I believe that the term Standard American English is prejudiced!

–T'Keyah

You own your language.

–Ms. Beveridge

All native speakers of a language have more grammar in their heads than any grammar book will ever contain. Part of our goal as teachers is to help students discover that knowledge.

–National Council of Teachers of English

What's in a word? Your history's in a word.

–Ms. Lewis

The pen is the tongue of the mind.

–Cervantes

How I talk is who I am.

–Ms. Williams

My Language Beliefs

I believe that language is inextricably linked to identity and experience. I realized this when I started talking to my students about my experience with language. I couldn't talk to them about my conflicted relationship with Southern speech without telling them about my family and my upbringing and my sense of who I am. In some way each of our guest speakers revealed the truth of this connection. They all had to share deeply personal details from their lives--a speech impediment, growing up in a housing project, falling in love and moving far away--in order to talk about their experiences with language. When my students share their experiences with language, they too reveal their identity.

How I talk is who I am. And who I am is how I talk.

I believe that it's my job as an English teacher to help my students see language variety as a strength. We talk about multilingualism, language registers, dialect, and slang in class to help us understand the ways in which everyone moves in and out of multiple language modes. Many of us do this sophisticated language play without even realizing it. I want my students to be aware of how highly skilled they already are in their language use. And I want to help them become even better in the arenas of formal language on which they will be judged and on which much of their future success in school will rest.

I believe that developing a polished formal voice in writing and speech requires having confidence in one's unpolished casual voice. I believe that all work in an English classroom is about developing students' voices so that they can own the language in which they speak and write about what they think.