Abstract

The focus of my Researched Exploratory Essay is Standard American English, but mostly “broken” English. This is a topic I feel passionately about since there is a hierarchy established by society with what is the right and wrong way of speaking English. This is something I don’t agree should exist because all forms of English are valid. The audience I target is the general public, but more specifically people who idolize SAE. My purpose is to persuade them that people should be more accepting towards variations of English.

Acceptance of Diverse English

White Standard American English is seen as superior and the proper way to speak, read, and write. It is considered the “correct” form of speaking and anything else is seen as unacceptable and inferior. So what about the African American man that speaks “broken” English or the Asian lady that speaks with an accent because she immigrated from her country? There are large numbers of people in the United States that aren’t perfect English speakers. As a result of this, they may face many hardships and challenges throughout their lives because their way of speaking isn’t “good enough.” The issues an individual encounters due to language discrimination could be avoided if people were accepting of different variations of English. Observing judgements, feelings of shame, and denial of opportunities has sparked an interest in researching about diverse English. My purpose is to inform people that an individual’s way of speaking is part of who they are and they shouldn’t have to change to fit society’s standards. Society has created a hierarchy between “superior” and “inferior” languages that causes a specific view of how we are supposed to speak, thus affecting a person’s self-image and chance for success. It is crucial for people to acknowledge diverse forms of English and accept it.

“Broken” English is seen as inferior because it isn’t considered proper and someone’s intelligence might be judged because of it. It may be difficult for people to take pride when speaking “broken” English because society views it as defective. However, speaking non-standard English doesn’t make someone less intelligent than a person who knows how to speak SAE. In the article, titled “Excerpt From: African-American English: From The Hood to the Amen Corner” published in the year 1996, Geneva Smitherman, a professor emerita of English and former director of the African American Language and Literacy Program at Michigan State University who has dedicated her life to education and development of Black youth, asserts that language is more than just knowing how to pronounce words correctly and encourages people to “move mountains” with the language they know how to speak. Smitherman appears to write in hopes of informing people that Black dialect, even though it seen as inferior, can allow you to accomplish great things despite not speaking correctly. Someone’s intelligence shouldn’t be challenged by the way they speak and respect should be shown to everybody. I similarly hold Smitherman’s position that there isn’t anything wrong with someone speaking “fractured” English. If a person is able to convey messages, then the way in which they speak shouldn’t be of importance. Their way of getting to people’s hearts should be valued more than their speech. In addition, someone who speaks “broken” English might be considered unintelligent compared to someone that speaks standard English. However, this isn’t a fair way to determine this because a person’s intelligence isn’t defined by the way they talk. Judgment of intelligence based on speaking should be eliminated and more attention should be focused on an individual’s way of connecting with others. “Broken” English is a different form of speaking and people should be open minded towards others who speak this way.

Standard American English is first introduced in school, but a student’s dialect shouldn’t be changed in order to speak this way. The education system focuses on getting students to use SAE at a young age and continue to utilize it as they get older. If a student speaks “broken” English in school, they might be compelled to change that in order to speak correctly. In the article, titled “The Controversy Goes on: Standard English vs. the Black Dialect” published in the year 1972, Sister Anthony, Mary Fox asserts that “broken” English is a valid way of speaking and encourages people to be understanding and respectful of it. Fox writes in hopes of informing people that Black dialect, especially in school, should not be changed. Rather, it should be accepted and help should be given to those students in order to further their language skills. She emphasizes the need for comprehension and the ability to improve a student’s dialect not by changing it, but by adding on to their knowledge. I strongly agree that if a student speaks “broken” English, there shouldn’t be any changes made to alter their speaking. Growth is more important than change. Furthermore, altering someone’s form of speaking changes their identity. Adjusting a student’s dialect takes away part of who they are and nobody should have the right to do that. What’s important to notice here is that acceptance of a student’s original form of speaking is significant to the process of improving. In addition, a student might question why their form of speaking is being altered and feel ashamed of their original dialect. Educators need to comprehend why students speak the way they do and avoid changing their speech to make it better. Geneva Smitherman supports Fox’s main argument of improving rather than changing someone’s way of speaking because she was put into a speech therapy class herself. According to Smitherman, “Since we were speaking these languages and had spoken these variations since infancy, there was no way that we could automatically change our dialect in a matter of 16 weeks” (Smitherman 10). Smitherman stresses the idea that changing a person’s dialect is difficult to accomplish and suggests that enhancement of someone’s native speaking is a better option. Fox agrees and declares, “It is time that the teacher who must deal with the young black child speaking a nonstandard dialect system at least come to understand that system and to respect it as a legitimate and valid system of communication” (Fox 207). Smitherman and Fox view language as a process of improvement with time and changing a person’s dialect, whether broken or accented to SAE, is not the right way to go about things.

Identity and a person’s way of speaking are intertwined. People speak on a daily basis and it leaves an impression of who they are. Someone who speaks SAE might be viewed as sophisticated and educated. On the other hand, a person who speaks “broken” English might be considered ghetto, unschooled, and unintelligent. In the documentary video called “Broken English?” produced in 2013, Robin Turnage asserts that respect should be equally given to people that speak “broken” English because it’s part of who they are and encourages society to be accepting towards this. Turnage made this documentary in order to inform the public about African Americans and their issues with language. In the video, Dr. Salikoko Mufwene, a professor of Linguistics at the University of Chicago, claims, “It can be a liability to speak African American English in some settings because you may be stigmatized” (“Broken English?”). He discusses the idea of African Americans being labeled as lesser people just because they don’t all speak SAE. Extending Dr. Mufwene’s observation that African Americans have to be cautious of when and where they speak, I wish to add that this is completely absurd. Why should someone have to hide who they truly are in order to please others or to not be judged? A person’s identity is composed of speaking and judgement of speech might make an individual feel as if they need to change in order to fit in. Being courteous towards the way people speak can allow others to be themselves and not conceal their identity. Fox shares ideas with the documentary made by Robert Turnage. On page 205, Fox remarks, “The reason that the child’s black dialect should be accepted is that it is not “sloppy” speech, as many teachers seem to think, but a complete grammatical system related to the American dialect in some ways like a foreign language” (Fox 205). She examines the value of one’s original dialect and claims that it should be accepted because it’s a different form of speaking just like a foreign language. Likewise, Turnage understands the importance of embracing other forms of English because it shapes a person’s identity. Geneva Smitherman also supports the main idea of the documentary, which is acceptance and respect towards variations of English. Turnage, Fox, and Smitherman view variations of English as a positive that should be embraced by society.

Speaking “broken” or accented English, which are both seen as inferior in society, can cause many hardships for an individual. They may be denied certain jobs or not be taken seriously because they speak differently. However, no one should have to go through tough situations just because their speaking isn’t standard. In the essay, “Mother Tongue” published in 1990, Amy Tan, an American author of novels about Chinese American women and the immigrant experience, asserts that speaking “fractured” English brings many limitations to a person’s life and gives various examples of her mother going through difficult times. Tan’s purpose is to inform the general public that people who don’t speak SAE face many more difficulties than someone who does speak this way. She demonstrates this by witnessing all the obstacles her mother had to endure. Furthermore, Tan indicates her mother’s passion to better herself when speaking English. By focusing on the troubles someone has to face, Tan leaves out a solution to this occurring problem. A resolution would be if people accepted others for who they are. I believe that if a person knows how to defend themselves with the language they know how to speak, then people shouldn’t judge. My point here is that it shouldn’t matter whether you know how to speak SAE or not because at the end of the day speaking is a form of communication. If two people are able to communicate in accented English, then there shouldn’t be a dilemma. Additionally, if someone who speaks SAE communicates with a person who doesn’t, then they both should be understanding of each other and not think of it as a competition as to who is better. Society needs to more receptive of these forms of English because of the diversity in this country. Tan’s focus on hardships correlates to Smitherman’s ideas of unintelligence for people that speak a different form of English. According to Tan, “And I had plenty of empirical evidence to support me: the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her” (Tan 2). Tan summarizes many of the hurdles her mother had to face due to not being a proper English speaker. Fox counters this idea when she claims, “The average black ghetto child comes to school with fear of school and his teacher” (Fox 204). Fox problematizes the idea of hardships because she recognizes that kids shut down when they are criticized in contrast to adults who have to endure the struggles in everyday life.

Speaking nonstandard English shouldn’t limit a person’s chances for success in life. There shouldn’t be unequal opportunities for people who speak a different form of English. In the poem, titled “Broken English” published in the year 2005 within Bridges, Lana Hechtman Ayers, a poet and novelist who writes popular fiction from Seton Hill University, asserts that no matter the form in which someone speaks, they are still able to accomplish many things. She encourages people to view other’s capabilities despite the way they speak. Ayers emphasizes through examples that whether you speak “broken” or standard English, you are able to live a rich life. Although some may believe that speaking nonstandard English is an impediment to someone’s success, I reply that a person’s form of speaking doesn’t correspond to their capabilities. An example of this is Safwat Saleem, a graphic designer and filmmaker, who spoke in front of hundreds of people despite his accent. He was able to share his story and has an amazing career. There may be more obstacles present for people who speak “broken” English because of society’s standards, but that doesn’t mean they are incapable of achieving the same things as people who speak SAE. People need to be accepting of diverse speech patterns and realize that someone who speaks this way can have a lot to offer. People who have goals and aspirations should be looked at and shown admiration. Tan’s argument on hardships as well as ideas on ameliorating oneself corresponds to Ayer’s views of being successful. On page 5, Tan remarks, “I wanted to capture what language ability tests can never reveal: her intent, her passion, her imagery, the rhythms of her speech and the nature of her thoughts” (Tan 5). Tan recognizes her mother’s attempt at wanting a bright future for herself and daughter. Similarly, Ayers reveals, ““Polish immigrant, he learned English by night school, sweating days in factories where fine men’s suits were tailored and women’s furs woven pelt by pelt” (Ayers 5-8). The author presents an example of someone having a good occupation notwithstanding his “broken” English. Tan and Ayers’ ideas coincide that opportunities in life should not be based on a person’s way of speaking, but based on potential and eagerness for improvement.

In conclusion, diverse forms of English should be embraced by society. Society has set rules on how people are supposed to speak, thereby affecting people’s views of others. A person’s intelligence, improvement, identity, struggles, and capabilities should all be taken into consideration before criticizing someone. “Broken” or nonstandard English is usually seen as a bad thing when in fact it isn’t. Having an accent might have someone view a person in a negative way without knowing who they truly are. Smitherman, Fox, Turnage, Tan, and Ayers all share their views on the importance of acceptance of diverse forms of English. I hope I have convinced you that accepting people’s ways of speaking is crucial. Since everyone is different, not everyone is going to speak SAE. People need to comprehend that a person’s speech is part of who they are and society needs to change their views. Embracing people’s different ways of speaking English is significant and it can serve as a first step to eliminate judgement on language ability in the world.

Works Cited

Ayers, Lana Hechtman. “Broken English.” Bridges, vol. 10, no. 2, 2005, pp. 78–79. JSTOR, JSTOR, www.jstor.org/stable/40358031.

Fox, Anthony Mary. “The Controversy Goes On: Standard English vs. the Black Dialect.” The Clearing House, vol. 47, no. 4, 1972, pp. 204–208. JSTOR, JSTOR, www.jstor.org/stable/30185995.

Smitherman, Geneva. “African-American English: From The Hood to the Amen Corner.” The Center For Interdisciplinary Studies Of Writing, University of Minnesota, 1996.

Tan, Amy. “Mother Tongue,” The Threepenny Review, San Francisco, 1990.

Turnage, Robert. “Broken English?” Youtube, uploaded by Free Spirit Media, 22 May 2013, https://youtu.be/a-pfcP3qg5A.

Cover Letter

Phase 2 has taught me many important skills that have framed me into a better reader, writer, and thinker. We continued reading and annotating different articles in class and at home. This increased my skills of figuring out what the author is doing. One of the new things I learned to do was locate the thesis of a reading. Before practicing how to find the thesis, I thought that it was only found in the introduction. However, this is not always the case as a thesis can be found during various parts of a reading such as in the beginning or end of a body paragraph. In addition, I learned how to construct a strong thesis by knowing what it should consist of. A thesis statement, as mentioned in class, consists of telling the readers how you will interpret the importance of the subject, what to expect from the rest of the paper, is an interpretation of a question, and is usually at the end of the introduction. In class we practiced locating the thesis of numerous texts. Another important part of Phase 2 was learning how to properly summarize texts. I learned that a summary is not a list, your opinion, or argument. Instead, it includes different things in the introduction and body paragraphs. The introduction is composed of the who, what, and why. It includes contextual information about the author and an explanation of their argument. The body paragraphs focus on the how. This means an explanation of the overall reasons that support the argument and strategies to persuade the audience. There is no conclusion needed for a summary. We practiced writing many summaries to better our writing. We were also taught how to write a rhetorical précis. This was very useful when knowing how to gather information in an organized way. In addition to learning about thesis and summaries, synthesizing was a new strategy that helped improve my writing. Synthesizing is all about weaving summaries, paraphrases, and quotations of two or more sources. Additionally, it includes your own opinions and claims. The point of it is to connect or complicate ideas. Truthfully, I wasn’t aware of what synthesizing was or of its importance. Now, I have a better understanding of what it is and know the value it adds to a paper. Learning and practicing writing thesis’, summaries and synthesizing helped me apply it to the exploratory essay. I am proud of this essay not only because it is extensive, but because it contains valuable information formed by all the skills I absorbed in the course. Writing the exploratory essay helped me achieve some of the Course Learning Goals. For instance, I believe I achieved to “identify and apply the fundamental concepts of the field of language and literacy studies.” I focused on a specific topic for the essay and used my knowledge of language and literacy as a base to add on to my main argument. Furthermore, I “practiced systematic application of citation conventions.” In class, we were given notes on how to properly cite the sources we would use in our Works Cited page. I used those notes and practiced citing my sources so that the Works Cited page would be done correctly. Lastly, I believe I accomplished to, “develop strategies for reading, drafting, revising, and editing.” I took a large amount of time checking my work for grammar issues, the flow of my ideas, and making sure I included everything asked for in the rubric. The exploratory essay was a new way for me to write an essay by using skills I hadn’t used before and it helped me achieve more of the Course Learning Goals than in Phase 1.