TLK2UL8R P911

I definitely appreciated our readings of Adger and Dornan this week, and agreed with both of their approaches to holding off on assessments until after first drafts are written, or later. I think kids need to get their ideas out in a safe environment, much like the safe environment of learning your first language, as we discussed in our ELL class. Once the ideas are out and the student is comfortable writing and sharing his ideas, we can focus on editing without such a fear of failure. Dornan sums it up perfectly with her analysis of typical grade-giving, stating that "[grades] probably [do] more harm by stifling creativity in those who are afraid to jeopardize the high grades they need to please parents or get into college, while instilling hopelessness in struggling writers whose efforts result in a low grade" (p. 181). We often talk about the struggling student, but I think it is equally important to understand how grades can limit even the over-achieving student.





















But, what really caught my attention in this week's reading was Adger's link between nonstandard vernaculars and the developing language of instant messaging. As Adger points out, there is a "tradition of using vernacular features to indicate distance from the mainstream" (p.117). As with any teen rebellion, the more we push the mainstream on our kids, the more they will push back. I believe this is true of people in general, especially those in disenfranchised cultures.

When I was in high school, we used our commute time to change into shorter skirts, put in multiple earrings, and apply heavy eyeliner. And we cussed. A lot. I'm surprised my middle fingers still work with all the times my mother tried to break them after hearing the f-word come out of my mouth. Today, as always, we see kids express themselves through their physical appearance (see photos above) and their language. It's interesting to see that dialects typically associated with inner city youth are making their way into IM in the same way that baggy pants have moved from the city to the suburbs.

As we watch the times change, I have to wonder if some—not all—of our reaction is to our students' embracing and protecting vernacular features in their speech as a way to rebel against their teachers, against the establishment. My grandparents hated rock and roll; my parents hated the word "like;" and I am already cringing when my eight-year-old wants to buy bigger pants than he needs. What would happen if we embraced their language and gave them a sense of pride and ownership—whether it's the dialect they grew up with, the IM language they excel at, or the tough talk they use in casual conversation? What if we gave them credit for the words they create rather than limit them to the words that are already accepted by the very establishment they are trying to reject?

I know, standardized tests. I get it.

But in our constantly more diverse, more technologically savvy society, I wonder if we can stop changes to our language. Or, maybe the direct language of the inner cities will take over because it's easier to IM.

For my link this week, I have chosen to highlight Urban Dictionary so we can keep track of our changing language. I like that it's a wiki, so anyone can add to it and the definitions are all from random people. From what I can tell, all the words are made up. It's especially fun to see how viewers rank the words, with a thumbs up or thumbs down, and give a communal acceptance or rejection.

An apology to Nathan: Sorry for ending so many phrases with prepositions above (oops, did it again!). I know you hate that. Try to read for content.