Aunty Roachy Seb by Louise Bennett, Jamaica,
West Indies, Contemporary
“So fi-we Jamaica Language is not no English Language corruption at all, a oh! An we no
haffi shame a it, like one gal did go a Englan go represent we Jamaican folk-song ‘One shif me
got’ as ‘De sole underwear garment I possess,’ and go sing ‘Mumma, Muma, dem ketch
Puppa’ as ‘Mother, Mother, they apprehended Farther’!”
FIG. 1.3 Which one is English?
Most people think of languages as static, unchanging, like a photograph. But languages
are probably more like movies with images that continually change. New words are con-
stantly being invented or borrowed from other languages. Even grammar evolves. Part of
the debate over whether something is slang, a dialect, or a new language arises because
some additions eventually become permanent whereas others are temporary and disap-
pear. Another issue is over who gets to decide what is proper or standard usage.
Haitian Creole is a good example of how language evolves. It originated out of a blend
of French and different African languages among Africans who were enslaved in Haiti. At
first, most of the non-French words were considered slang. However, after independence
and emancipation, Creole became established as the home dialect of the common people
with its own distinct grammar and spelling. In the second half of the 20th century, Creole
was accepted as an official language in Haiti. It is now taught in school and used in the
workplace and government administration.
Significantly, although books and newspapers are now printed in Creole, Haitians who
want to pursue higher education or to work in professions outside of Haiti must be multi-
lingual. They are literate in their home language, Creole, and standard French, English, or
both of these languages.
In 1974, the National Council of Teachers of English approved the following resolution
that supported diversity while students work to master “standard” English: “We affirm the
student’s right to their own patterns and varieties of language... Dialects of their nurture
or whatever dialects in which they find their own identity and style. Language scholars
long ago denied that the myth of a standard American dialect has any validity. The claim
that any one dialect is unacceptable amounts to an attempt of one social group to exert its
dominance over another.”
I believe it should be possible to respect a student’s home dialect or language, while
still preparing them to read, write, and think in the “standard” dialect. Their home dialect
adds poetic richness to our language and helps it evolve, while mastery of the standard
dialect is necessary for advanced study, professional training, and participation in a
broader exchange of ideas.JOIN THE CONVERSATION—WHICH ONE IS ENGLISH?Questions to Consider:- In your opinion, which one of these passages should be considered English? Explain.
- How does your response to this question shape the way you look at your students? Ex-
plain.
3.In your opinion, what should be a teacher’s attitude toward a student who speaks
“Black English” or any other home dialect in class? Explain.
GOALS 15