Dialects and language variations in Oakland's culturally diverse communities: a bilingual educator perspective
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Authors
Garcia, Andres
Issue Date
2001
Type
Thesis
Language
en
Keywords
Teaching
Alternative Title
Abstract
In the following paper I argue that local Chicano dialects result from various cultural and linguistic influences. In my inner-city classroom, a primary influence was African American Language variations. Chicano Spanish and Chicano English dialects (as well as African American dialects) have been researched to a significant extent over the last thirty years, and provide a sociolinguistic foundation for studying the speech community in this report. The target population consisted of twenty-eight fifth-grade students in an inner city school, with a focus on five of them. Evidence of the unique dialects and when and how they were used was gathered from recorded dialogue, student work samples, and teacher observations.
This report presents evidence of nonstandard dialects in an inner city classroom situation in an attempt to initially validate them as manifestations of differences rather than deficits, so as to avoid portraying one dialect as being superior to another. The foregoing will be done to articulate the need for educators to appreciate the unique kinds of language that teachers of Chicanos, as well as teachers of students who speak other ethnic dialects, face in their classrooms. I will address how educators can create an effective and empowering education for these students. The best classroom environments foster and build upon the language strengths of each child, without over-correction, which in turn facilitates the acquisition of the standard language necessary to succeed in our society. Because they possess the ability to communicate within several different linguistic systems, be they considered languages or dialects, these children are placed in the unique position of potentially serving as a bridge between cultural realities.