The Responsibility of Teachers

I am hoping to teach seniors in high school.  This was my most memorable year in school, as it is for many.  I feel that teachers have a huge potential to impact students during this period of their lives.  As a senior English teacher I will be responsible for preparing students for the challenging transition from high school to college in very practical ways. In being given this assignment I am faced with a difficult dilemma.  I realize the truth in that not one dialect is “superior” but do not believe that society has, more specifically I do not believe that college acceptance boards or all potential employers have. So how can I teach my students that all dialects are equal but that they should only use one in order to have the best possibilities for success? It is contradictory.  My initial thought is that for the benefit of my students I must endorse “standard” English until society recognizes that dialects do not reflect intelligence.  However, my second thought that is that as educators we have a great impact on the next generation.  This impact can determine societal change.  Is it up to us to address the misconception and embrace different forms of language? Is it right to possibly hinder a generation of students so that the next will have dialectal freedom? Perhaps the largest challenge is finding a way to embrace all dialects, while educating communities, and avoiding any hindrance to students. This seems a large task.

Self Introduction

Hello English 338 classmates!

My name is Lauren Favero. I'm 21 years old and this is my 4th year at MSU.  I am an English Teaching major like many of you.  I began college as an Environmental Design (Architecture) major and spent two years in that program.  The switch to English surprised my family a lot. I had wanted to be an architect from the time I was eight but I ended up hating it. I'm still questioning how I lasted as long as I did in that major. When I decided that was not what I wanted to do with my life or for any amount of time, for that matter, I asked myself two questions.  What are the things I enjoy most academically and what do I enjoy most outside of school? The answers to those questions were: I like classes that give me an opportunity to write and write in different forms and I like to engage and connect with people. When I thought about those things it became fairly clear that a career in English education was what I should pursue, and should have from the start.  This is only my third semester as a declared English major but I feel certain that this is what I will be doing the rest of my life. I'm excited!  

Second Assignment - A True Story, Repeated Word for Word As I Heard It by Mark Twain

 It's always been hard for me to read and comprehend deep southern accents.  When I find I need to (as I do for this assignment) I tend to read them out loud which helps but then I instantly feel less intelligent and that bothers me.  Here are some my observations about this writing in particular: 

Words- The use of apostrophes is great.  It seems like every third word has one.  They are used in place of "D's" quite frequently and instead of other letters as well. They are used in "traditional" ways too, however. The spelling used is not "standard" in many instances.  My favorite example of this is "mawnin" instead of morning.  Another common one would be "dat" instead of that. Often times a new section would start with her saying "Well".

Syntax- The speaker uses repetition a lot. Often times correcting or adding something the second time she expressed a sentiment. The language felt very different to me but never could I completely not decider the meaning behind it.  I like that the writing sounds.  At least for me, I hear the words of Aunt Rachel instead of just seeing/reading them.  I don't know if anyone else will understand or relate. The language reminded me of Zora Neale Hurston's Characteristics of Negro Expression.  Many of my observations would fit into the categories she determines in her essay.  

First Assignment - What Teachers of English Should Teach

 

Proficiency in English has become increasingly important.  Job markets are more competitive than in past decades and writing well can immediately make a person standout. As English teachers we need to prepare students for the “real world” by giving them the tools they need to be competitive in the working realm they will encounter after leaving the school system.  Teaching them the “syntaxical” and grammatical techniques they will need to become good writers is important. Elementary teachers should responsible for teaching the backbones of good writing while secondary teachers, like I hope to be, should teach the more in-depth facets of writing well.  Writing well will be an advantage when they apply for college acceptance, scholarships, jobs and various other modalities. Students can learn and practice writing well in a number of ways. It is important for teachers to let students explore different types of writing in the classroom. English teachers, in my experience, often neglect the verbal component of the language but I feel this should be given attention in the classroom as well. 

 

While language is essential and practical it also has creative possibilities.  Language is an art.  Students may find music, dance, painting, etc. a form of personal expression but can also discover language to be an outlet.  Giving opportunities for creative writing, journaling, and poetry is important. Some students will not find it helpful but others will forever appreciate being taught to use English in this way.  Encouraging students to learn to use language to benefit themselves in academic, professional, and personal capacities is what teachers of English should do.