ass

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Ass, Children, and Crazy: 2 CHAPTER LANGUAGE ttending only to the words addressed to me. Voices seem plan speaks in a deep baritone, face of sound, soundless. A business ass words. The crazy through the timbre to attend to his paper every night mumbles something crazy, but I have time man who sells Pretend. identity apart f I have heard him say hello. Accented versions of English make littie in e. In the rush-hour crowd a Japanese tourist asks me a que his accent to concentrate on question, and I inch The Eastern European ublic person ing. apart from th surprised tha If the barrio educated, the grant in a neighborhood delicatessen speaks to me throu sounds, but I respond to his words. I note for only a second the Texa marinade telephone operator or the Mississippi accent of the man ment below me who lives in thea My city seems silent until some ghetto black teenagers board the bu Ll Because I do not take their presence for granted, I listen to the intently. They are the sounds of the outsider. They annoy me for being loud seem to me glamorous. (A romantic gesture against public acceptance.l tin they tion. I feel envious, envious of their brazen intimacy. voices. Of all the accented versions of English I hear in a day, I hea self-sufficient and unconcerned by my presence. Yet for the same lingual sche American ci ment impli to their shouted laughter, I realize my own quiet. Their voices enclose mt Americans enthusiast I warn myself away from such envy, however. I remember the blac activists who have argued in favor of using black English in schools. (Their ment varies only slightly from that made by foreign-language biln have heard "radical" linguists make the point that black English is a com intricate version of English. And I do not doubt it. But neither do I think tie convenie else hasc black English should be a language of public instruction. What makes hla English inappropriate in classrooms is not something in the language. It is what lower-class speakers make of it. Just as Spanish would have been a d bitious f class me th others l an s language for me to have used at the start of my education, so black Englieh ould be a dangerous language to use in the schooling of teenagers for whom in reenforces feelings of public separatenes This seems to me an obvious point. But one that needs to be made. In recent rs there have been attempts to make the language of the alien public language Bilingual education, two ways to understand... " television and radio commer- timate cials glibly announce. Proponents of bilingual education are careful to say that nt students to acquire good schooling. Their argument goes something To like this: Children permitted to use their family language in school will not be alienated and will be better able to match the progress of English-speaking chil dren in the crucial first months of instruction. (Increasingly confident of the bilities, such children will be more inclined to apply themselves to their studies in the future,) But then the bilingualists claim another, very different goal. The nvar say that children who use their family language in school will retain a sense their individuality their ethnic heritage and cultural ties. Supporters of bill gual education thus want it both ways. They propose bilingual schooling as a
Ass, Children, and Crazy: 2 CHAPTER LANGUAGE
 ttending only to the words addressed to me. Voices seem plan
 speaks in a deep baritone,
 face of sound, soundless. A business ass
 words. The crazy
 through the timbre to attend to his
 paper every night mumbles something crazy, but I have time
 man who sells
 Pretend.
 identity apart f
 I have heard him say hello. Accented versions of English make littie
 in
 e. In the rush-hour crowd a Japanese tourist asks me a que
 his accent to concentrate on
 question, and I inch
 The Eastern European
 ublic person
 ing.
 apart from th
 surprised tha
 If the barrio
 educated, the
 grant in a neighborhood delicatessen speaks to me throu
 sounds, but I respond to his words. I note for only a second the Texa marinade
 telephone operator or the Mississippi accent of the man
 ment below me
 who lives in thea
 My city seems silent until some ghetto black teenagers board the bu
 Ll
 Because I do not take their presence for granted, I listen to the
 intently. They are the sounds of the outsider. They annoy me for being loud
 seem to me glamorous. (A romantic gesture against public acceptance.l tin they
 tion. I feel envious, envious of their brazen intimacy.
 voices. Of all the accented versions of English I hear in a day, I hea
 self-sufficient and unconcerned by my presence. Yet for the same
 lingual sche
 American ci
 ment impli
 to their shouted laughter, I realize my own quiet. Their voices enclose mt
 Americans
 enthusiast
 I warn myself away from such envy, however. I remember the blac
 activists who have argued in favor of using black English in schools. (Their
 ment varies only slightly from that made by foreign-language biln
 have heard "radical" linguists make the point that black English is a com
 intricate version of English. And I do not doubt it. But neither do I think
 tie
 convenie
 else hasc
 black English should be a language of public instruction. What makes hla
 English inappropriate in classrooms is not something in the language. It is
 what lower-class speakers make of it. Just as Spanish would have been a d
 bitious f
 class me
 th
 others l
 an
 s language for me to have used at the start of my education, so black Englieh
 ould be a dangerous language to use in the schooling of teenagers for whom
 in
 reenforces feelings of public separatenes
 This seems to me an obvious point. But one that needs to be made. In recent
 rs there have been attempts to make the language of the alien public language
 Bilingual education, two ways to understand... " television and radio commer-
 timate
 cials glibly announce. Proponents of bilingual education are careful to say that
 nt students to acquire good schooling. Their argument goes something
 To
 like this: Children permitted to use their family language in school will not be
 alienated and will be better able to match the progress of English-speaking chil
 dren in the crucial first months of instruction. (Increasingly confident of the
 bilities, such children will be more inclined to apply themselves to their studies
 in the future,) But then the bilingualists claim another, very different goal. The
 nvar
 say
 that children who use their family language in school will retain a sense
 their individuality their ethnic heritage and cultural ties. Supporters of bill
 gual education thus want it both ways. They propose bilingual schooling as a