When I first became interested in learning English, I wanted to use the language to communicate my ideas and to be able to interact with people all over the world if I ever had the chance. As time passed by, I realised that I had already learnt that skill and that I wanted to go for more. But what was it that I was after?
Reading this chapter made me think about the importance of language style depending on the circumstances. For instance, when Rita turns up at Frank’s office, she is so overwhelmed by her emotions that she can’t even think about the words to express how she feels after having seen Macbeth at the theatre. She says: “It wasn’t boring, it was bleeding great, honest, it done me in, and it was fantastic. I’m gonna write an essay on it.” As I read her words, I wondered what she was going to say in her essay. I feel curious about how she will speak her mind to refer to the play, as I’m sure she will have to select the words, style, and grammar carefully if she really wants to write academically.
Sometimes, communication is not just enough. Using an appropriate register gives us something that goes beyond communication and causes a different impact if we use the appropriate language style. I think Rita is in the process of finding that out.
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6 comments:
Hi Miriam!
What a thought-provoking post! 8-D
When you write: "Sometimes, communication is not just enough. Using an appropriate register gives us something that goes beyond communication", I believe you actually mean "words" instead of "communication"... BTW, did you know words make just 7% of communication (and that already taking register into account!).
The remaining question would be: who decides which language is accepted in academic circles? How fair is that for the students?
Love,
Gladys
I think it´s native speakers of a language who know what´s appropriate depending on the circumnstances. Then teachers follow certain conventions in books and teach what is used by natives speakers.
I think it´s fair for students to be taught about that as long as we don´t neglect the importance of communication at their stage.
Miriam
But Rita IS a native speaker of the language, Miri! It seems that being "native to the language" is not the same as being "native to the academic circle"...
Do you see my point?
Fondly,
Gladys
I see what you mean now! Perhaps we should try to find a balance between academic and slang. If what is in between is the language we use so that we can communicate, that´s what we should teach.
It´s not that I´m in favor of Frank´s languange style, it´s just that Rita speaks in a way only regional people can understand her. Many times I felt at a loss as Frank did when she spoke.
What´s the point in speaking if there´s no comprehension?
Miriam
Have you heard about the movement of "discourse communities" in the teaching of writing, Miriam? This was precisely the dilemma they faced: if we teach learners the "standard language", then they become "submissive" to the dominating community. If we don't, they cannot make themselves heard by the ones in power, and therefore they're still submitted to them!
The solution? Teaching "critical thinking" and "autonomy" as well!
Ambitious, but this is the place to aim high, isn't it?
LOL,
Gladys
The solution to the dilema is the sensible thing to do, I believe. It will also depend on how high our students want to fly. As a teacher I will always lead them as far as they want to go!
Miriam
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