David Wallace - Consider the Lobster - And Other Essays

Why: A dialect of English is learned and used either because it’s your native vernacular or because it’s the dialect of a Group by which you wish (with some degree of plausibility) to be accepted. And although it is a major and vitally important one, SWE is only one dialect. And it is never, or at least hardly ever, 52 anybody’s only dialect. This is because there are — as you and I both know and yet no one in the Usage Wars ever seems to mention — situations in which faultlessly correct SWE is not the appropriate dialect.

Childhood is full of such situations. This is one reason why SNOOTlets tend to have such a hard social time of it in school. A SNOOTlet is a little kid who’s wildly, precociously fluent in SWE (he is often, recall, the offspring of SNOOTs). Just about every class has a SNOOTlet, so I know you’ve seen them — these are the sorts of six-to-twelve-year-olds who use whom correctly and whose response to striking out in T-ball is to shout “How incalculably dreadful!” The elementary-school SNOOTlet is one of the earliest identifiable species of academic geekoid and is duly despised by his peers and praised by his teachers. These teachers usually don’t see the incredible amounts of punishment the SNOOTlet is receiving from his classmates, or if they do see it they blame the classmates and shake their heads sadly at the vicious and arbitrary cruelty of which children are capable.

Teachers who do this are dumb. The truth is that his peers’ punishment of the SNOOTlet is not arbitrary at all. There are important things at stake. Little kids in school are learning about Group-inclusion and — exclusion and about the respective rewards and penalties of same and about the use of dialect and syntax and slang as signals of affinity and inclusion. They’re learning about Discourse Communities. Little kids learn this stuff not in Language Arts or Social Studies but on the playground and the bus and at lunch. When his peers are ostracizing the SNOOTlet or giving him monstrous quadruple Wedgies or holding him down and taking turns spitting on him, there’s serious learning going on. Everybody here is learning except the little SNOOT 53—in fact, what the SNOOTlet is being punished for is precisely his failure to learn. And his Language Arts teacher — whose own Elementary Education training prizes “linguistic facility” as one of the “social skills” that ensure children’s “developmentally appropriate peer rapport,” 54 but who does not or cannot consider the possibility that linguistic facility might involve more than lapidary SWE — is unable to see that her beloved SNOOTlet is actually deficient in Language Arts. He has only one dialect. He cannot alter his vocabulary, usage, or grammar, cannot use slang or vulgarity; and it’s these abilities that are really required for “peer rapport,” which is just a fancy academic term for being accepted by the second-most-important Group in the little kid’s life. 55 If he is sufficiently in thrall to his teachers and those teachers are sufficiently clueless, it may take years and unbelievable amounts of punishment before the SNOOTlet learns that you need more than one dialect to get along in school.

This reviewer acknowledges that there seems to be some, umm, personal stuff getting dredged up and worked out here; 56 but the stuff is germane. The point is that the little A+ SNOOTlet is actually in the same dialectal position as the class’s “slow” kid who can’t learn to stop using ain’t or bringed . Exactly the same position. One is punished in class, the other on the playground, but both are deficient in the same linguistic skill — viz., the ability to move between various dialects and levels of “correctness,” the ability to communicate one way with peers and another way with teachers and another with family and another with T-ball coaches and so on. Most of these dialectal adjustments are made below the level of conscious awareness, and our ability to make them seems part psychological and part something else — perhaps something hardwired into the same motherboard as Universal Grammar — and in truth this ability is a much better indicator of a kid’s raw “verbal IQ” than test scores or grades, since US English classes do far more to retard dialectal talent than to cultivate it.

Well-known fact: In neither K-12 nor college English are systematic SWE grammar and usage much taught anymore. It’s been this way for more than 20 years, and the phenomenon drives Prescriptivists nuts; it’s one of the big things they cite as evidence of America’s gradual murder of English. Descriptivists and English-Ed specialists counter that grammar and usage have been abandoned because scientific research has proved that studying SWE conventions doesn’t help make kids better writers. 57 Each side in the debate tends to regard the other as mentally ill or/and blinded by ideology. Neither camp appears ever to have considered whether maybe the way prescriptive SWE was traditionally taught had something to do with its inutility.

By “way” here I’m referring not so much to actual method as to spirit or attitude. Most traditional teachers of English grammar have, of course, been dogmatic SNOOTs, and like most dogmatists they’ve been extremely stupid about the rhetoric they used and the audience they were addressing. I refer specifically to these teachers’ 58 assumption that SWE is the sole appropriate English dialect and that the only reasons anyone could fail to see this are ignorance or amentia or grave deficiencies in character. As rhetoric, this sort of attitude works only in sermons to the choir, and as pedagogy it’s disastrous, and in terms of teaching writing it’s especially bad because it commits precisely the error that most Freshman Composition classes spend all semester trying to keep kids from making — the error of presuming the very audience-agreement that it is really their rhetorical job to earn . 59 The reality is that an average US student is going to take the trouble to master the difficult conventions of SWE only if he sees SWE’s relevant Group or Discourse Community as one he’d like to be part of. And in the absence of any sort of argument for why the correct-SWE Group is a good or desirable one (an argument that, recall, the traditional teacher hasn’t given, because he’s such a dogmatic SNOOT he sees no need to), the student is going to be reduced to evaluating the desirability of the SWE Group based on the one obvious member of that Group he’s encountered, namely the SNOOTy teacher himself. And what right-thinking average kid would want to be part of a Group represented by so smug, narrow, self-righteous, condescending, utterly uncool a personage as the traditional Prescriptivist teacher?

I’m not trying to suggest here that an effective SWE pedagogy would require teachers to wear sunglasses and call students Dude. What I am suggesting is that the rhetorical situation of a US English class — a class composed wholly of young people whose Group identity is rooted in defiance of Adult Establishment values, plus also composed partly of minorities whose primary dialects are different from SWE — requires the teacher to come up with overt, honest, and compelling arguments for why SWE is a dialect worth learning.

These arguments are hard to make. Hard not intellectually but emotionally, politically. Because they are baldly elitist. 60 The real truth, of course, is that SWE is the dialect of the American elite. That it was invented, codified, and promulgated by Privileged WASP Males and is perpetuated as “Standard” by same. That it is the shibboleth of the Establishment, and that it is an instrument of political power and class division and racial discrimination and all manner of social inequity. These are shall we say rather delicate subjects to bring up in an English class, especially in the service of a pro-SWE argument, and extra -especially if you yourself are both a Privileged WASP Male and the teacher and thus pretty much a walking symbol of the Adult Establishment. This reviewer’s opinion, though, is that both students and SWE are way better served if the teacher makes his premises explicit and his argument overt — plus it obviously helps his rhetorical credibility if the teacher presents himself as an advocate of SWE’s utility rather than as some sort of prophet of its innate superiority.