Black English, Education, and Identity

The primary text that sparked my interest in this conversation is "If Black English Isn't a Language, Then Tell Me, What Is?” by James Baldwin. My perspective on this issue comes from my learned experience and what I've heard from those in the community around me. Telling students that they aren’t using “real words,” instead of explaining and being aware of the cultural aspect related to the student’s language, can be seen as belittling. This can further damage their educational self-esteem. Implying that students sound less intelligent solely by using words that aren't traditional English can feel like an attack on their character. If a teacher were to explain and recognize the differences in the languages the student is using and the one they are trying to teach, that student may have a better understanding and view on code switching and the role it can play in their life. Code switching isn't a need for survival. A Black student's first experience with code-switching in the classroom can have long-lasting effects on how they view code-switching and AAVE. On a social level, it can be the start of a rocky foundation for their cultural identity. Situations like talking to peers can cause them to change their dialect, and they may feel an external pressure to do so as they build a career. On the other side, non-Black students can also be taught to be dismissive of AAVE as well. Students who receive a prescriptive approach may refuse to code-switch. This isn’t necessarily the problem; some interviewers in corporate America want you to look and speak a certain way. When you don’t fit the standard look or sound, it hinders you from getting certain jobs. Although African Americans are not physically enslaved, those same power dynamics still exist in other forms throughout America and start arising early in academic spaces.

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