1.) These examples illustrate that society designates what is an acceptable linguistic feature.
2.) It is a way to teach the language (need a standard), and it is a way to separate different social groups.
3.) The dialect you speak tends to relegate you to certain socio-economic position in life. If you speak in a non-standard dialect, you will be unacceptable for most upper-level business opportunity. Thus the standard dialect is promoted (literally), and the non-standard is repressed.
How can these texts inform/improve your teaching? Especially as a teacher of English?
- They illustrate the necessity of awareness. Awareness of yourself as a teacher, and awareness of your students as human beings.
- The idea of the familias relates somewhat to the groups that are used in seminar and composition. It is also important to note, that the teachers adopted the term familias for their own conference groups. This idea of trust and "a safety net" is important to help balance the work of both students and teachers.
Why does CCCC advocate that all teachers be educated (as you are being) about these issues of language difference?
- Because each student comes to class with a different set of experiences, wherein we are to "enable them to respect diversity and uphold the right of students to their own language"(1).
In what ways is the information we've discussed about American English true of all languages? Why?
- There is always a standard language and non-standard language. Generally those who speak the non-standard language are stigmatized due to their unwillingness or inability to conform to the standard.
Lastly, what is the responsibility of the English teacher? (to society, to her/his students, to the institution, to her/his colleagues?)
- To get the student to critically think? How to figure out how to adapt to different audiences/purposes, and how to use language to do that. To be sensitive to their experience, but also keep balance with the more practical aspects of writing.