Maggie James

4325.05
February 25, 2015

Rhetorical Response Two: One Size Does Not Fit All

Language, dialect goes hand in hand with identity, its very difficult to separate one from
another. Most of the time you can tell where people are from just by their dialect and accent, but
not always. We tend to stereotype or be bias, and we mostly do it unconsciously, at least I do.
Take the San Antonio spurs, for example, they are one of the most diverse basketball team in the
NBA. They have players from all over the word, and if you close your eyes and listen to them
speak, their voice, accents, and enunciation do not match the schema we have developed for
African American athletics. We have unconsciously and some of us even consciously, created a
stereotypical image of the African American athlete, and we expect all of them to speak the
same. Yet, close your eyes while Tim Duncan or Patty Mills speak during an interview and you
will be surprised how they do not fit or match your perception. Tim Duncan does not sound
African American, I hate sounding stereotypical, but the best way to describe the way he speaks
is white. Patti Mills is from Australia yet doesnt fit or match or Australian schema, when we
think Australian, we automatically think Crocodile Dundee, we picture blond hair and blue eyes.
We cannot compartmentalize language, identity or image, there isnt a one fits all
language. Yet, in education they keep pounding a square peg in a round hole. They keep focusing
and forcing nonnative speaking students into areas they dont quite fit, into only English or
should I say, only correct and Standard English pedagogy. Their focus is misplaced, and
emphasis is on correctness"-at the expense ...of a fluid, knowledgeable command of our
mother tongue -is responsible for the incompetence of our students in handling their language,

for their embarrassment about their own rich ... dialects, for their anxiety when they are called
upon to speak or write (Smitherman, 8). Furthermore, English has been elevated to preeminent
status in the curriculum, and the other modern languages were, in effect, assigned their limited
spheres of influence, territorialized as national literature in their separate departments, where
students encountered them as texts to be read, not living languages to be written or spoken
(Horner & Trimbur, 602). Our language, our tongue plays second fiddle to English, because it is
perceived as uneducated, far from not eloquent. Simitherman gives a great example, she quotes
Ives saying, "If a new doctor or minister says 'you was,' confidence in him is lowered. Educated
people should talk like educated people, no matter who is listening or what the occasion may be"
(12).
Sadly this is what some educators think, therefore expect in academic writing. They
assume that because out native tongue or dialect is not appropriate for academic work, that we
will automatically shift our thoughts, our cultural way of thinking and mold it into proper
English. That speaking and writing in the correct form of English comes naturally. This
misconception is what Matsuda calls the myth of linguistic homogeneity -the assumption that
college students are by default native speakers of a privileged variety of English (641). And
although this is a common practice, I dont think its done intentionally. I believe it is lack of
training and preparation. In addition, teachers must have the experiences and training that will
enable them to respect diversity and uphold the right of students to their own language
(Students Rights). But, as teachers, because we were students once, tend to emulate our own
educators and we ourselves expect from students what was expected from us, correct English. I
mentioned in class that Mrs. Handley, my mentor teacher during my observation hours, was
amazing and used students prior knowledge and language to teach them how to think critically.

She chose material that would activate their prior knowledge in a language that they could
understand and relate to, material that they could easily see themselves in, validating their
language, culture, and identity. Because I was fortunate enough to have seen and learned from a
wonderful and passionate teacher, I in turn will try to emulate her to effectively motivate and
validate my students as well. But not every student teacher will be as fortunate, some will never
see teachers utilizing cultural relevant material, and therefore will resort to the same one size
language fits all way of teaching.
We need to stop this one way track mind and start opening our eyes to new and wonderful
possibilities. The only way to really make a difference and unearth the academic talents of ALL
our students is by reaching ALL our students. We need to realize that one language does not fit
all, and in the same regard, one image doesnt fit one language or style of language. This is still
the country of opportunity, where diversity is real, hear and now, and it is not going anywhere.
Therefore we need to adapt, embrace and use it to our benefit, and we can start by getting the
proper training. There are so many great articles that give tips an insight on how we can use the
students primary language in conjunction with Standard English to achieve maximum learning
and motivation. It all depends on us, the educators, the vessels and givers of knowledge. Lets
give them the education they deserve, the education they are entitled to, not only in a way they
can relate to but, in a way that they can understand and internalize. Lets raise a generation of
students that can feel proud of their culture and native tongue, a generation of students that will
stand up for their education and language. Lets show them that when our parents or
grandparents said Todo cabe en un jarrito sabiendolo acomodar was true. Their language and
culture fit, diversity fits, in the academic world, we just need to invest time to organize and
arrange it properly.

Works Cited
Smitherman, Geneva. "The historical struggle for language rights in CCCC."Language diversity in the
classroom: From intention to practice (2003): 7-39.
Matsuda, Paul Kei. "The myth of linguistic homogeneity in US college composition." College
English (2006): 637-651.
Horner, Bruce, and John Trimbur. "English only and US college composition."College Composition and
Communication (2002): 594-630.