Since
its inception, Chicago has always been a city of diversity. Chicago has been a
place for migrants to congregate and live together. Due to this, the city has
always been a place filled with different cultures and languages that
inadvertently mix with one another. It is this mixture that has helped the
people living in Chicago created their own identities. Living Literacies-Social and Cultural Experiences focuses on
entholinguistic research in Chicago. The work is rather new and still ongoing
according to Farr, and primarily focus on how people living in Chicago create
their own identities through the use of language, speech and other wise, and
their literacy practices.
According to the U.S Census Bureau,
of all non-English languages spoken in Chicago, 70% is Spanish followed by
Polish at 6%. Spanish is by far the most common non-English language spoken by
Chicago residents and about two thirds of those Spanish speakers come from
Mexican origins. However, a myriad of other countries also speak Spanish, all
different from the popular Mexican version of Spanish usually spoken in
Chicago. Even those from Mexican origins have their own forms of Spanish. An
example given in the text is the ranchero
version of Spanish, which is an older more rural version of Spanish with
distinct characteristics to those of popular Spanish. Ranchero Spanish and
those who speak it are characterized as independent individuals with a frank
and down to earth style of speaking. Even within the same language people are
creating their personal and communal identities through the nuances in their
speaking of the language. This can been seen in other languages as well,
particularly within the Chinese communities. There are different groups of
people who use the traditional Chinese writing, and those who use the “new”
simplified version created by the government in the 1950s. Those who use the
traditional version believe that the simplified version is an attempt to erase
their culture as well as thousands of years of tradition. Those who use the
traditional version also use it as a way to separate themselves politically
from others.
It is very clear that identity can
be formed by the way you speak, and can work to separate ones self from a group
of people. Different literacy practices within a language, however, can also
help create class mobility for those who follow them. Farr gives an example of
two families who are demographically similar. One family uses mostly Spanish
literacy for political and religious discourse, and the other uses English but
does not use literacy outside of leisure practices, like reading magazines. The
family who focuses their literacy practices on political and religious
discourse is the one who is more likely to experience class mobility and the
one who focuses on leisure seems unable to move from their place in the
economic ladder. It seems that regardless of the language spoken within their
home, what is most important is the literacy practices they use within their
households.
I think this is where the two ideas of communal identity
and literacy practices that create upward mobility clash with one another. The
ideas of communal identity sometimes put a person in a tough place between what
you’re supposed to be doing as a member of a community and what is helpful for
mobility. If you act a certain way that contradicts or goes against the
traditions of a community a person can become ostracized. An example would be a
person who speaks a certain way being told that they’re not “______” enough or
that they are “acting white”. Though there is separation between speakers of
the same language, further separation from the community, in terms of different literacy practices, can be seen as turning your back against that community
Hi Jaasiel,
ReplyDeleteThere definitely are different ways in which a person creates their own identity. Culture is such a huge part of our lives and each and every one of us is so different. You explained the different forms of Spanish that can be heard not only throughout the streets of Chicago but across the world in general. The difference in culture can make it hard to ever really connect texts to each and every student. Yet, as Farr stated, it is most definitely easier to understand a text if we already have the tools needed to understand and comprehend a text. Lee stated that those who are considered to be good at a certain task are not inherently good but instead have been provided with skills that help them decipher a problem or question. As you said, to really be flexible on the social ladder we have to have a certain set of skills that can allow us to move fluidly. The flexibility can come with some setbacks and backlashes. If you speak a certain way or with a certain tone people think that you are turning your back on your culture and are forgetting about your roots. Yet is that not what we are here for, to succeed? In a caucasian dominated country how are we not supposed to assimilate? Personally, I struggle with this sort of between cultures scenario. I struggle with the idea that I know how to express myself better in english yet my skin tells you that I'm not American. Is it wrong for me to know english better when that is the language of the country and is something that we are so urged as children of immigrants to take on?
Like yourself, I also struggle with being stuck between two different cultures and attempting to consolidate the two. I bring up the idea of communal identity vs literacy and language because it is also something I personally struggle to understand as well. Being a university student has without a doubt changed the way I speak and the way I express myself. Does that completely change my identity as an immigrant? No. Does that mean I am turning my back on my community that has inspired me to challenge myself? No. But it certainly feels that others look at it this way. Its almost like speaking or presenting yourself in a certain way is reserved for only a select group of people. I think while having an identity because of the language you speak is relatively good, but inadvertently creates unwanted and unneeded segregation. On top of that, it also creates this push back against practices that could ultimately change lives.
DeleteJaasiel, I read this weeks reading and chose to comment on your blog because it is such a tricky topic. Although many may hope, wish and try to think and live in a desegregated society, there will probably always exist a form of segregation. Until there is one race there will probably be a desire to hold on to ones own heritage as well as adapting to societies norms. This conflict within a race or between races can bring about confusion or lack of understanding that can be taken or mistaken as discontent. This discontent is sometimes transferred into the reception and understanding of text sometimes. As instructors we must be aware that we are not all identical and this world is diverse. Disregarding the discipline; the text that is used to support that discipline may have multiple cultures as well connected to that discipline. It is our charge to attempt to include these multiple cultures to not create a biased environment of learning for our students.
ReplyDeleteThis concept may be ideal but how many of us can say we have read a culturally diverse text in our discipline. Unfortunately history is usually written by the victors. This opens up the possibility of 50% of life not being told or shared. The differences between cultures and within certain cultures that may be attempting to ,in one form hold on to tradition, and in another form adapt to the multi-cultural society is a challenge in life so it will indeed be implemented in our classrooms. Enjoy the journey! GO CUBS GO!
Jaasiel,
ReplyDeleteYou're example of people being ostracized by communities for "talking white" is something I think about a lot. This stigma is in some way unique to English particularly American English and I believe that has to do with how prominent race is within our culture. I've always noted that the idea of "speaking proper English" has roots in racism, and people of all races have questioned that notion.
As you said, the U.S. has always been diverse. So, it is likely that if all the people who were here at the start of the U.S. as a country had equal power, we would speak very differently than we do now. But, those who were allowed the privileges of learning how to read, learning how to write, and generally had political power over all (white men) dictated the language that we now have. Therefore, people who don't speak that way are traditionally marginalized and their language is invalidated and demeaned. Often, people who don't speak standard English are told that they cannot be understood. But, if everyone on the south side of Chicago can understand each other, how is what they are speaking illegitimate? If "ain't' ain't a word?" How did you just use it in a sentence and your audience understand? How come when my family in Italy is not deemed uneducated for speaking a dialect? I think its important that we are critical of who and how we criticize when it comes to what language is used in the classroom.
Jaasiel,
ReplyDeleteYour post definitely hits the nail on the head of how culture plays an impact into the classroom. Especially in the urban community of Chicago, it is nearly impossible to ignore this huge factor that affects any classroom. I think instructors should be able to connect relevant cultural aspects into instruction for their students.
These readings and your post made me think of my EPSY 210 class last semester. One situation that we discussed was whether or not as instructors we should allow our bilingual students to collaborate in their native language. While everyone mostly agrees that this is beneficial, there is the issue of keeping the students on task; if you do not know the language it is hard to gauge whether or not they are discussing relevant information.
Jaasiel,
ReplyDeleteI thought you did a very thorough job of analysing and summarising the text. I agree too that Chicago provides a wide variety of culture and languages. In my school, there is a wide variety of culture and languages. My school has a high Asian population with both Cantonese and Mandarin languages spoken. I find that my students bring a variety of culture and language skills to our everyday lives that I try to incorporate into lessons and learning as much as possible.