by Lucy Angulo
Ahh the importance of diversity in the classroom. Universities and colleges never fail to mention how important a diverse community is to them by emphasizing their resources for minority students and creating equal opportunities for all their students. While there have definitely been significant strides when it comes to diversity in the classroom, we lack the diversity of language. What I mean by this is when it comes to learning how to write and communicate, we are taught there is one correct way, which is standard English. Any other language/vernacular is assumed to be inferior to English and therefore wrong. But what about students that have come from a different culture who might speak different languages and vernaculars such as African American Vernacular English (AAVE)? How can our classrooms be diverse if we limit the culture of students? To solve this issue, code meshing has been introduced to some classrooms, which is “the act of combining local, vernacular, colloquial, and world dialects of English on formal assignments and in everyday conversation in an attempt to embrace the diverse world in which we reside” (Touseank 1). However, others are against the idea of this incorporation; they believe that as a society, we have established standard English as the correct and most appropriate language, therefore by teaching children about different vernaculars and incorporating code meshing in the classroom, it is only setting them up to fail as they enter society.
The American literary theorist and legal scholar, Stanley Fish, expands more on this issue in his article: “What Should Colleges Teach?” He explains that the possibility of a world where all languages and vernaculars are equal is impossible because of the system we already have in place: “It may be true that the standard language is an instrument of power and a device for protecting the status quo, but that very truth is a reason for teaching it to students who are prepared for entry into the world as it now is rather than the world as it might be in some utopian imagination- all dialects equal, all habit of speech and writing equally rewarding.”(Fish Part 3). Fish’s argument is not invalid, however the opinion that he and others share stop our world from being a place with all dialects that are equal and rewarded. If code meshing and vernaculars were taught and encouraged starting at age when kids begin school, there is a possibility that they will become more accepted and respected in our society.
As mentioned previously, significant changes can only be made if code meshing is introduced at the elementary level. By the time a student reaches middle school or high school, standard English has been ingrained into their heads, making any other type of vernacular foreign and seemingly wrong. Therefore, by combining different vernacular languages, such as African American Vernacular English (AAVE) with standard English, students will benefit from the language diversity in the classroom. Language is a part of our own identity, whether it is standard English or AAVE. The purpose of a diverse classroom is to learn and listen about different cultures and perspectives. Language is so important to any community, “for African Americans, code-switching is a performative expression that has not only helped some of us thrive in mainstream culture, it has helped many of us simply survive”(Harris 1). Therefore by taking away one’s ability to speak their own vernacular, you are taking away a part of them. Children need to be taught that every background, culture, religion, etc is valued and seen. In addition to incorporating code meshing in the classroom, it is just as important to teach children how to adapt to different situations to speak the vernacular code/language that will be most beneficial and effective. Therefore, code switching plays a role in teaching kids how to adapt to their environment since code switching is “the practice of switching between two or more languages or varieties of language in conversation. It’s when you choose your style of communication based on whom you’re dealing with” (Touseank 1). This adaptability is a crucial skill, so even those who are not used to code switching or code meshing will be able to develop this skill to help them navigate the world.
The largest obstacle educators face when trying to incorporate code-switching and aave in their classroom is the fear that they are setting their students up to fail in the world or that they don’t fully understand the vernacular to confidently teach others about it. Educators should focus on teaching the importance and validity of other languages/vernacular. Therefore, one factor limiting code meshing is fear; some educators believe it might seem inappropriate if they try to educate students about AAVE if they themselves are not African American. This fear causes a problem, it can affect their students as “our ignorance of specific cultures and languages can, unfortunately, be passed onto students who interpret it as judgement that one language is better than another” (Whitney 65). Therefore, the first step in incorporating code meshing in the classroom is to educate teachers and administrators so that they can confidently and correctly teach their students. Teachers should also make it known that students are encouraged to code mesh and speak their vernacular.
Once educated, teachers should expose students to AAVE and code meshing by showing examples in writing, music, social media, etc. Through examples, students who are not familiar with AAVE, will begin to understand that those who do speak in their vernacular are “not making language errors: instead, she or he is speaking correctly in language of the fome discourse community”(Whitney ). When children see real life examples where English is combined with AAVE, they can understand that there isn’t a right or wrong way to write or communicate. In addition to in class exposure, teachers should assign their students to read a book, article, or journal that contains code switching or code meshing. With examples both in the classroom and outside, there will be more acceptance in society, which is the end goal for linguistic diversity.
After children are exposed to code meshing, the next step for educators would be to incorporate code meshing into some assignments. Assignments will encourage students to use their vernacular comfortably and teach others more about the history and use of code meshing. Letting students write how they would talk or communicate freely without worrying about strict grammar rules grows their linguistic skills and creates an environment of acceptance and respect for all vernaculars. Another simple activity children can perform in the classroom is by practicing how they speak to their friends versus how they speak to their parents. Activities help children understand the principle of code meshing which helps students “better develop their communication and language skills while learning more” (Whitney 65). There is something so powerful in the ability to communicate with all different kinds of people, and these practices will prepare students to do so once they graduate. Teachers should also avoid correcting students when they code-switch, instead they should “observe and respond to the ideas and information that children express during code meshing, and build on children’s ideas and information by inviting them to continue to talk about what’s important to them” (U.S Department of Health and Human Services 13). As mentioned earlier, it is important to understand that code switching to standard English in certain situations such as a college interview is beneficial. However, teachers can still help them adapt without correcting them when they choose to use their vernacular language because it can make it seem like one language is preferred/better over the other.
Incorporating AAVE in the classroom and encouraging code meshing is just part of the solution. As mentioned earlier, our society is built off using the “correct” standard English. Therefore, it is important for teachers to encourage vernacular languages but also educate how they can be perceived in certain environments or contexts. The ability to adapt is crucial in today’s society as other languages/vernaculars can be perceived as unintelligent and incompetent by others. As mentioned before, Stanley Fish talks about how impossible it is to change the perception of others when it comes to vernaculars because standard English has been rooted into society as the correct language: “You’re not going to be able to change the world if you are not equipped with the tools that speak to its present condition. You don’t strike a blow against a power structure by making yourself vulnerable to its prejudices” (Fish Part 3). Therefore, it is valuable to encourage students to use their own vernacular, but teach them when code-switching might be beneficial to them and will help them prosper. To evaluate whether or not one should code-switch, they should pay attention to the audience and think about how they will interpret what you are saying. Students have the chance to reflect and choose which linguistic style is best at the moment, this is why code switching and code meshing also improves communication.
. As classrooms become more diverse linguistically and culturally, there is a possibility that AAVE and different vernaculars will be as accepted as standard English by incorporating code meshing in the classroom at an early age. Vershawn Ashanti Young states what needs to be done to create acceptance of AAVE in his article Should Writers Use They Own English. Young mentions, “What we need to do is enlarge our perspective about what good writin is and how good writin can look at work, at home, and at school” (Young 112). Teachers also need to understand AAVE/other languages to be able to encourage it in the classroom while also teaching students how to adapt by code switching depending on the context. This acceptance will not come easily, but as new generations learn how to respect one another, people won’t feel as pressured to code-switch and will feel comfortable speaking in their vernacular around others who speak a different language. However, if code meshing and vernaculars were taught and encouraged starting at age when kids begin school, there is a possibility that the dominant standard English language might dwindle.
Works Cited
Fish, Stanley. “What Should Colleges Teach?” The New York Times, The New York Times, 25 Aug. 2009https://opinionator.blogs.nytimes.com/2009/08/24/what-should-colleges-teach/.
Harris, Ida. “Opinion: Code-Switching Is Not Trying to Fit in to White Culture, It’s Surviving It.” YES! Magazine, Yes! Solutions Journal , 17 Dec. 2019, www.yesmagazine.org/opinion/2019/12/17/culture-code-switching.
Touseank, T. “Code Meshing V. Code Switching .” Tousean King, 20 Oct. 2016, tkingsite.wordpress.com/2016/08/29/first-blog-post/.
U.S Department of Health and Human Services, Administration for Children and Families , Office of Head Start . Code Switching: Why It Matters and How to Respond , The National Center On Cultural and Linguistic Responsiveness, pp. 4–13.
Whitney , Jessica. “Five Easy Pieces: Steps towards Integrating AAVE into the Classroom.” The English Journal, vol. 94, no. 5, May 2005, pp. 64–69.
Young, Vershawn Ashanti. “Should Writers Use Their Own English?” Iowa Journal of Cultural Studies, vol. 12, no. 1, 2010, pp. 110–117., https://doi.org/10.17077/2168-569x.1095.
