English Class - Business or Pleasure

Recent comments from a reader, as well as curricular discussions with colleagues, have led me to recently ponder the English classroom and the phrase "life long lovers of reading."

That phrase has always bothered me, especially when it is used in reference to the job of an English teacher and the role of the English classroom. There is a clear line between reading for pleasure and the study of literature, and no English class/curriculum should be designed with the goal of "creating life-long lovers of reading." We can, and should, teach them to "appreciate literature," but not to love it. No math teacher is tasked with making students "love" the "joy" of a "wonderful algorithm." No social studies teachers is expected to pursue the goal of "loving" the timeline of the Civil War. No science teacher is expecting "love" for the beauty of a graph or chemical reaction. We don't expect for schools to create life long lovers of jazz music or basketball or writing or texting or nursing or fixing pipes or installing software or filing or calculating or .... or anything.

English classes are about developing literacy and critical thinking skills - not developing hobbies. Simply because there is an "artistic quality" to the content, does not mean that "loving" the art is the purpose of the class. Literary analysis is not about discovering the joy of a wonderful book, though that can certainly happen -it's about understanding important societal themes and appreciating effective use of language. And no author ever wrote a novel or poem with the intention of it being assigned to students to read and deconstruct. It just so happens that great literature is the perfect content for students to practice the higher level thinking skills of rhetorical analysis. And the themes of great literature also allows schools to be purveyors of culture and sources of character instructions as the stories allow students to understand literature as a "record of the human experience."

But loving reading? You can't teach anyone to like something. And you shouldn't try.

Reverse-Read Poem - Lost Generation

Working on a "multi-genre" research project with my class today, and a student introduced to the idea of a "reverse-citation poem" - one that can be read forward to reveal one message and backwards to reveal the opposite message. Fascinating.

Here's the example he shared. It's called "The Lost Generation" by Jonathan Reed:

Speak With Conviction

Slam poet Taylor Mali - a former teacher - takes on what he calls the "most aggressively inarticulate generation in history." This piece is an effective tool for addressing the way our students - and many of our adults - communicate .... or, at times, fail to communicate.



It's important to engage with students on the issue of communication and help them understand why they speak as they do. For, it is only when we are comfortable with who we are and what we are saying that we stop saying "like, what I mean" and asking whether "you know ..."

You know what I'm sayin'

Immigrants and English

As if they read my blog last night, the Denver Post published a story today entitled "Americanizing New Arrivals," which addressed the issue of English acquisition among immigrants. According to the story, the Department of Homeland Security's Office of Citizenship (so much for Republicans reducing bureaucracy) will offer new programs designed to help immigrants assimilate. No word on whether they'll be checking papers at the door, but the implication is that various offices will be opened and businesses enlisted to aid in the study of English and tutoring for the citizenship test. In all honesty, this seems like a great idea, though I am wondering how it will play among the English-only/deport-the-illegals wing of the Republicans. The plan is certainly a practical approach, though its impetus smacks of naivete in terms of immigrants and the history of assimilation in this country.

The story begins by noting "Foreign-language signs touting Spanish-language preschool, Vietnamese groceries, Ethiopian church services, Korean car repair and Russian money-exchange hint at Denver's fast-growing immigrant cocoons that nurture ties to the old country." Clearly, there are many people in the country who are quite unnerved that immigrants don't immediately abandon their native culture, not to mention the language (because acquiring a new language is just so easy, especially for populations not necessarily well-educated in their first language). However, there have always been Little Italys, Greektowns, Chinatowns, etc. In my small hometown of Alton, Illinois, I grew up with three Catholic churches within blocks of each other - each had historically different ethnicities. I've also heard of many people whose great-grandparents never really picked up English, though their grandparents and parents were fluent English speakers.

That's the way it's always been, and that's the way it will always be. Critics tend to be naive about the history of the United States, and that ignorance often leads people to be afraid of the wrong things.

English and the Language Police

Recently, someone forwarded a YouTube video to me entitled "A Second American Revolution," and among the somewhat extreme rants about the demise of America and the threat to American culture was a clear emphasis on the need to make English the national language of the United States. I'll admit I've often been baffled by this issue, and while I don't know why I'd have any serious problem with the concept, something about the people who rail about it puts me off, and I tend to oppose it. Thus, I am an English teacher who is not in favor of making English the national language of the United States. However, that's true only in the sense that I'm not in favor of making any language the national language of the United States. For me, it is a rather redundant situation that is the equivalent of letting the world, as well as our own citizens, know that our country borders Mexico and Canada.

I've heard the frustration from people who are shocked that in America they need to "press 1 for English," and I can honestly understand the sense of bewilderment. Yet, I have to say that I don't imagine passing a law declaring English as the national language will eliminate that phone message. This being a free country, I would imagine any business can put whatever they want on their directory, and we will all still be pressing 1 for English. And, if the business gets a lot of Spanish-speaking callers, they're going to leave the option to press 2. It's not like a national language law will stop people from speaking other languages, nor should it. Really, how is the government going to stop all the Spanish speakers (code word for illegal immigrants) if they can't find them in the first place?

I've heard that the law would prevent licensing exams from being offered in foreign languages, but I'm not sure this is such a good idea. Obviously, there are legitimate reasons for this, but I would imagine a working knowledge of English is necessary to run most businesses. Additionally, the degree of fluency necessary to test well is not the same as being able to adequately run a shop or do manual labor. When I lived in Taiwan teaching English, I never passed the proficiency of a three-year-old in speaking Chinese, yet I was able to live a productive life for five years. All the research shows that by the second generation, 90% of American immigrants are fluent in English. While the parents may not ever acquire fluency - mainly because they're working too hard to support their family to take English classes - the children almost always are. Considering how bad Americans are at retaining their high school Spanish or French, perhaps we should cut some people some slack.