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Chapter 6: The Educational System - Coggle Diagram
Chapter 6: The Educational System
Role of Education
Responsibility
teaching children critical thought
creating an informed electorate
perpetuating values
of the nation-state
of language ideology
of the political system
Literacy
Effect
standardizing language
primary educational goal
seen as a pre-requisite for
being informed
participating in society
Shaped By
teachers
role models
have huge influence
authority figures
curriculum
public perception
Public Perception
key to success
built on literacy
Briggs' and Pailliotet's study
education majors who had process-based evaluation of studest work
subjects were higly consistents in attributing usage errors with
student carelessness
laziness
incompetence
Provided insight into how grammatical instruction remains a locus of power and control in English instruction at any level
The Setting of Goals
Problems
reading skills deteriorating
Causes
poverty
Assumed
race
ethnicity
marginalization
loss of motivation
Appropriacy
culturally defined
can discriminate against vernaculars
tied to communicative competence
Pre-Existing Language Skills
children are fully fluent
are different from literacy
are mostly spoken
motivation to change it differs from teaching literacy
changing it is counter-intuitive
Appropriacy
related to communicative competence
educational theorists
anthropological linguists
can be tied to vernaculars
two-way stigmatization
at school against the students' vernacular
at home against SAE
framed as "separate but equal"
prevalent outside of education as well
used frequently in education
school boards
teachers
administrators
students
Verbal Deficit Theory
SAE is the basis of thinking
has been debunked
still used as justification
Results
students will perpetuate the argument
subordination through
misinformation
trivialization
promises
threats
The National Council of Teachers of English and the International Reading Association
reviews, revises and publishes Standards for the English Language Arts
12-point list empasizing reading and reading comprehensions skills
the foscus is primarily the written language
Good Enough English
Bilingualism
created variations of English
bidialectism
phonology
morphology
syntax
Separate but Equal
thought to be necessary
even if they are ugly
Teacher Talk
Expectations
administrative bodies
maintained through
reviewing
licensing
Areas
pronunciation and accent
grammar
standardization
students
Exclusion
through laws
restricting which classes to teach
rationalizations
the students might pick up the teacher's accent
the students pick up other students' accent
the students might not understand the teacher
communcative effectiveness
accents would give reason for racism and bigotry
university setting
visual aspect
the ethnicity of the speaker changes perception
influenced by preconceptions
Rubin's Study
(1992)
Accent --> communicative breakdown --> Poor classroom/ learning experience
Instructor's perceived accent --> students' negative expectations --> communicative breakdown --> Poor classroom experience
Summary
High expectations toward teachers
provide great variety of skills
teach the basics of good citizenship
teach responsible behavior
give SAE
Response to these expectations
Developing authority stuctures around language