Language is a reflection of identity. It is the means in which cultures and members of societies communicate and connect. When students aren't able to draw on their native language or are forced to disregard it's use in an academic setting, limited learning and retention may result. Perhaps the language is perceived as "low in prestige" creating negative views of those who use it. But how do these sociolinguistic norms silence students?
Since language is tightly linked to identity then it's acceptance is therefore the tacit acceptance of the student. For adults entering college classrooms this is a significant issue in the manner in which they learn. As the article depicts, often students can produce grammatically correct writing but that may be devoid of sentiment, their own voice considerably hampered. Adult Biliteracy (last semester's assigned reading) touches on the positive effects of introducing biliteracy into classroom curriculum. Students who are biliterate can process text on two platforms which enhances their ability to understand the materials that are being covered. Although, there is a negative notion that the utilization of the native language - Creole being the language discussed in the article - will impede in learning a second language - in this case English - the experimental curriculum employed at the College of the Virgin Islands proves otherwise.
As instructors design their curriculum they should take into account the cultural implications of langauge as well as recognizing the students who will benefit most from adult biliteracy methods.
No comments:
Post a Comment