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Hi Ana,Here is my reflection after watching the video. Language is full of culture, history and memory. It is also related to racism and colonialism. As educators, even if students have an accent, we should respect them and do not treat or look them differently. I know that students can adapt to new environments and new languages faster than we think. They are amazing. We should separate them from a unit class. Instead, we should encourage them to talk more and interact as much as possible with their peers and teachers to attract them into a new environment.

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Hi Ana,Here is my reflection after watching the video. Language is full of culture, history and memory. It is also related to racism and colonialism. As educators, even if students have an accent, we should respect them and do not treat or look them differently. I know that students can adapt to new environments and new languages faster than we think. They are amazing. We should separate them from a unit class. Instead, we should encourage them to talk more and interact as much as possible with their peers and teachers to attract them into a new environment.

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Xinchi

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The man and the lion story resonated with me. It took me a second because in my head I was responding to the lion’s response when the man exclaimed “see I told you I was stronger than you!” The lion’s response pointed out the implications of the dominant narrative and the question of “who dominates the narrative in our classroom, community, and world?” This plays a big part in who holds power and what is valued in language communication and expression. Society will judge your intellectual capability based on the standards that are already set.

It is so important for me as a bilingual educator and minority to make sure students feel proud of their language ability (which is rooted in the individual’s physicality, culture and background) and to make sure the multiple literacies they bring to the table are brought to life and accommodated. As the speaker stated, “composite linguistic abilities give me power.” Language is complex and diverse. I want to make sure students are heard through the various forms of communication and language they share and for them to know that their voices matter and to be able to respect other people’s voices as well.

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I thought this was a very powerful speech especially for our class composed of educators. She discusses how African American literature has been corrected and scrutinized in American history in places like educational settings, but society then claims to celebrate diversity/diverse cultures. I like her example of the man and the lion in regards to the picture of the lion being defeated by the man and when the lion says, “but who drew the picture?”
-Erin

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I thought her comment about language being a based on societal influences was very powerful and true. As an educator I think it is important to be aware of this and encourage diversity.

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I thought the most powerful part of her discussion so far was describing language as co-opting an entire race's language for corporate profit while simultaneously erasing it in the classroom as a type of "spiritual subjugation." Words truly do have power and when the dominant culture "decides" when and how to use another culture's language to oppress while simultaneously profit from it, the role of a teacher can be to reflect on what we teach and how we basically enable this kind of practice. A question this raises is how to approach the language in standardized testing as a teacher without completely invalidating students' linguistic backgrounds.

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Dr Lyiscott makes a powerful case for the importance of uplifting, learning about and honoring our students'  home languages.  Institutionalized racism in the US school system even here in liberal MA enables the cultural erasure Lyiscott describes.  Miseducation of students and their teachers contributes to ongoing social injustice, like the  examples of corporate exploitation that Lyiscott describes.    By the way she would have many issues with our course textbook!

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I liked the connection between the language of the community and the language of the classroom. I think it's really important to include communities of the students into the classroom.

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Much like everyone else I found the video to be very interesting. It really made me think of the place that AAVE should have in schools, rather than being totally disregarded in most educational settings.

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As an educator, this is an important reminder to listen to many voices and think critically about the ways in which we present and talk about information. Also, I found Dr. Lyiscott's point about the importance of understanding the intersection of language, race, and power very powerful. There are places in which certain features of language are acceptable and society places value on individuals based on this. I want to make sure I continue to learn about these issues and be culturally responsive.

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I enjoyed her talk and how she is specifically able to deconstruct "I'm luvin' it" and "She Crazy" and give them specific names (Unfortunately I do not remember), and then explain how given the context those phrases could also be criticized.
As an educator I do think it is our duty to teach "correct" syntax, phrases, etc BUT it is also incredibly important to be culturally sensitive. I think it is important to let someone finish their thought to get their point across and if needed as a teacher you can correct them, but in these examples she gave I don't think a correction would be needed.

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When watching this video it made me think that in order to be culturally responsive teacher we should allow students to speak in a manner that makes them comfortable and conforms to their own identity.  Constantly nit picking language when not necessary can make students feel marginalized and distance them from their cultural identity.

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I believe this video showed us that we need to be aware of the bias around language. That in school we correct improper grammar and speech, but companies such as McDonald's capitalize and make billions off improper speech.

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Such an interesting video, she's a really powerful speaker. The last sentence brought home her point for me "the bullet was the means of physical subjugation, but the chalkboard was the means of spiritual subjugation." In our culture, white English is the dominant language, and those that speak other languages/dialects are forced to adopt it or be labeled as uneducated. This needs to change, and we need to be accepting and welcoming of everyone's language in the classroom.  - Liz

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Such an interesting video, she's a really powerful speaker. The last sentence brought home her point for me "the bullet was the means of physical subjugation, but the chalkboard was the means of spiritual subjugation." In our culture, white English is the dominant language, and those that speak other languages/dialects are forced to adopt it or be labeled as uneducated. This needs to change, and we need to be accepting and welcoming of everyone's language in the classroom.  - Liz

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I've heard a lot about AAV in the context of spoken language in the classroom, but this TED talk prompted me to think more deeply about it might also present itself in written language as well. It was really interesting to learn about some of the grammatical structures of AAV, and how the letter "g" in the word loving is left off in AAV (lovin'). This made me think about how students who use AAV might spell this word based on its on how it is pronounced in AAV. It strikes me as incredibly important for educators to educate themselves about these linguistic practices of their students so that they are able to recognize these differences when they occur to avoid penalizing students for having these different linguistic practices. It occurs to me that spellings of certain English words might be different depending on the dialect of the writer (for example, the word flavor is spelled flavour in British English), but using this dialect of English in writing is less likely to be corrected than the use of AAV. This has everything to do with which cultural and linguistic practices are dominant and viewed as the most "educated". In order to support culturally and linguistically diverse students, we need to start challenging these assumptions about what consists of "proper" language.

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I really like the story of the man and the lion walking in the jungle because I think it applies to so many of our educational and societal biases. Before we decide what is "right and wrong" we must evaluate the biases and origins of these opinions and how our perspectives may change those biases.

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Her whole speech made me think about other ways African-American culture is stigmatized in certain environments and celebrated in others. 'Professional' dress codes in office settings often look down on certain hairstyles, which are then celebrated by white celebrities in the media.

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I thought this sentence really interesting: “There was a time when the language of the community and the language of the classroom are one.” It made me think about how our language and literacy standards are written. I wonder what they would look like if they were written not only by academics or professionalized “experts” but also by members of the communities in which our students live who have expertise in the skills needed to succeed there. - Kelsey

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I thought this sentence really interesting: “There was a time when the language of the community and the language of the classroom are one.” It made me think about how our language and literacy standards are written. I wonder what they would look like if they were written not only by academics or professionalized “experts” but also by members of the communities in which our students live who have expertise in the skills needed to succeed there. - Kelsey

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I think this video was a powerful reminder for teachers to understand how there is bias around linguistics and language. We correct "improper" speech or grammar in the classroom, while companies like McDonalds capitalize on it. We need to be aware of the colonialist practices in our classroom and implement culturally responsive teaching practices.