The Skin That We Speak

1. The Skin That We Speak Post University EDU604? Kristen Sweeney

2. Introduction The Skin That We Speak is a Memoir written by Lisa Delpit and Joanne Dowdy that is composed of three sections focusing on language and identity, language in the classroom, and teacher knowledge, respectively. This book is a platform for minorities and immigrants to share their experience of language, and how it affected them both personally and academically/professionally. Language is a very powerful tool that allows people to express their authentic self with the potential of bringing people together if we so choose, but can also have the potential to be detrimental and cause judgment, intolerance, and shame. This book provides it’s readers with a new perspective on language, and how it comes into play in one’s culture both in and outside of the classroom.

3. Overview • The following presentation will explain how language is rooted and culture, and should be respected an embraced. • People’s attitudes and judgements on the way a child speaks or communicates has lasting affects on the development of that child (self-esteem, etc.). • It is the teacher’s duty to welcome language differences (i.e. Ebonics) and set the stage of respecting and embracing these differences.

4. Culture & Learning This book connects to both culture and learning. The authors explain that language is rooted in culture. The way we communicate and express ourselves is a learned thing from both who we were raised by and where we were raised. External influences play a part in the way we speak and even carry ourselves. As educators, we need to continue to teach our children that these language differences should be respected and embraced.

5. Culture Identity, Power, and Privileges • Language is part of how one identifies. Different cultures have different languages, or ways of expressing themselves. • People make judgements based on how we speak. Those who use slang or Ebonics, for example, may be viewed differently than someone who uses proper English with impressive vocabulary words. Judgements get made about a person’s intelligence and background (especially socio-economic levels) based on language. • Power and White privilege is given to those who speak more proper than those who use Ebonics. These people are put to a disadvantage, and face an inner debate in regards to staying true to themselves and authentic, or conforming to what society deems as “better.”

6. What Can We Do To Ensure These Student’s Success? • Encourage students to be true to themselves and be proud of their culture. • Welcome Ebonics in the classroom/ do not correct it. • Implement lessons that area culturally inclusive • Implement a zero-tolerance policy for prejudice, racism, and stereotyping • Teachers should self-reflect and be aware of possible judgments they may have made towards students based on the way they speak. Teacher’s may have to reframe the way they look at students who communicate differently.

7. Issue Statement • Many teachers are not aware of how language plays such an important part in the learning process. We encourage students to use English, when for some, it is not even their first language. We should be encouraging students to be their true and authentic selves, who are comfortable and confident enough to use language that reflects who they are. Teachers should have a better understanding of that, and design/implement lessons accordingly. It is important for educators to tap into student “abilities in ways that are cognizant of the backgrounds of their students. Teachers must ensure that their teaching practices encourage all students to succeed.” (Jao, 2012, pg. 2). Good teachers should focus on “academic achievement, cultural competence, and sociopolitical consciousness” (Delpit & Dowdy, 2002, pg. 110).

8. Conclusion • In conclusion, language is a major pillar to multicultural education. How students communicate and express themselves should be respected and embraced in the classroom. Predisposed judgments regarding one’s intelligence or social/economic class should not be assumed based on how one speaks (Gorski, 2012). This is called stereotyping, and something that too many of us are guilty of. It is important as educators to be mindful of this and be able to identify/acknowledge it when it happens, so that we can stop it for the benefit and well-being of our students.

9. References • Dowdy, J. K., & Delpit, L. D. (2002). The Skin That We Speak : Thoughts on Language and Culture in the Classroom. New York: New Press. • Gorski, P. C. (2012). Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes that Mis-Shape Education Practice and Policy. Equity & Excellence In Education, 45(2), 302-319. doi:10.1080/10665684.2012.666934 • Jao, L. (2012). The Multicultural Mathematics Classroom. Multicultural Education, 19(3), 2–10. • Suárez-Orozco, C., & Suárez-Orozco, M. M. (2002). Children of Immigration. Cambridge, Mass: Harvard University Press.