A girl in a boy's world: A wolf in sheeps clothing?

In my next paper, I will research and explore my experience as a girl growing up on a farm.  My personal experiences went against the grain of traditional gender roles.  The farming literacy, primarily vocabulary, and overall lifestyle affected the way I interacted with my peers while growing up.  Girls are supposed to be clean and dainty, I was rough and rugged and wasn’t afraid to get dirty.  Girls in my elementary class were talking about girl scouts and slumber parties, I was talking about baling hay and spreading manure.

Starting when I was merely 4 years old, I was required to help my dad on our farm.  We raised pigs, cows, chickens and ducks on our small farm in rural Iowa.  Farming and most outdoor chores are usually considered “men’s work”.  My dad often commented that I was supposed to be a boy, but since I was a girl, I had to become both.  As I grew up on the farm, I actually became “one of the guys”.  Every night after school, I was responsible for cleaning out the little homes of each group of pigs.  On weekends, I helped my dad with a plethora of various tasks including: splitting and carrying firewood, and many other heavy lifting tasks. 

My dad often had some extra help from the son of one of his friends. His name was Evan. I found myself in constant competition with Evan to be a better son for my dad than he was.  The only problem with this is that I was a girl.  I had to learn how to be a boy in my dad’s eyes (I thought) to get his approval and attention.  All the while, I had to figure out how to be a girl to fit in at school. 

Simultaneously I was becoming literate in Barbie’s and tractors, playing house and rounding up the hogs, decorating cakes and baling hay. If I was wearing dresses and playing with Barbie dolls and then coming home from school and changing into jeans and gum boots, one of my identities was a fraud, right? Could I really be both? Is there room for more than one Primary Discourse? More than one primary identity?

For my paper I will discuss my experiences and differing social discourses.  I will incorporate research about gender roles and the effects on children. (I’d even like to consider why I wanted to buy my son a swing this weekend, but refused because they only had a pink on, and I COULDN’T POSSIBLY BUY MY SON A PINK SWING.  Where does that come from?!)  

I can connect my experiences as a girl fitting in with the boys to my current success working with all men at my husband’s business (a gun shop).  I once again find myself in a situation of learning the language of a culture women don’t quite belong to (yet). 

Embracing Linguistic Diversity in the Classroom

I find it incredibly difficult to take an “all or nothing” position on the topic of alternate languages being used in a classroom.  Prior to starting field work in a Milwaukee Public elementary school a few weeks ago, I would 100% say that BEV should never, ever be used in an educational setting.  Before really exploring literacy and the implications of one’s personal identity on literacy, I would have said a person’s individual language dialect is irrelevant in schools.  I now approach the topic with a bit of a different, although hesitant, perspective.

I believe in our country.  I believe in our traditions, customs, morals, standards, and most of our practices.  Yes, some of these have gone to the wayside considerably over the past couple of decades.  However, at it’s core, the United States was built on principles.  We are the melting pot of many, many different cultures. However, since the founding of this country, a Standard English dialect was used in schools, in print, and in business communication.  In this country, individuality is accepted, yet there is a standard benchmark of criteria to be successful. 

It is for both of these reasons that I think that the answer to allowing BEV or other dialects into the classrooms is: sometimes.  Students bring their culture with them wherever they go. How students speak is part of who they are.  When talking to one another, students should be able to do so in any dialect in which they are comfortable.  Students who are exposed to a variety of dialects including BEV will perhaps embrace diversity.  I’ve also witnessed that classroom participation dramatically increases if students are allowed to speak in their native tongue.  It is much easier to express oneself in a language in which you are comfortable.  Any free writing should also be done in any dialect in which the student is comfortable. 

In an English class, however, or English/Grammar/Phonics studies, Standard English should be taught, and its usage should be enforced.  It should be explained to students why it is important to learn Standard English and when it is appropriate to use Standard English.  If the teacher sets the expectation for when and why to use Standard English, students whose primary discourse is not Standard English will not feel alienated.  It is also important when correcting a student who has chosen to use BEV or an alternate dialect at an inappropriate time the teacher simply ask them to translate that into Standard English rather than telling the student they are incorrect, wrong, or what they said is “bad”.

As I mentioned, I am doing fieldwork at a Milwaukee Public elementary school.  The classroom teacher is one of only 4 Caucasian individuals out of 32 students plus herself.   The classroom is exceptionally diverse in language as well, with a variety of students speaking a total of 7 different languages (this does not include BEV).   When students turn in written work, unless it is free written, it is expected to be in Standard English. However, I have noticed many students speaking BEV in the classroom.  The craziest thing, is that I didn’t even notice it at first!  It wasn’t distracting or disruptive to the learning environment.  It just was.  Students were still able to articulate their points. I think that the diversity of the classroom truly enriches the learning environment.  Learning Standard English, however, will prepare these students for further education and the professional environment.  Social literacy should be kept to one’s personal dialect.

 

Any Dialect Comfortable

1.      Conversations

2.      Verbally answering questions

3.      Free writing

Standard English

1.      English Class

2.      Spelling

3.      Phonics
4.    Any time specified that Standard English is appropriate