1. EDU 604.90 Peter Linn February 2016
Peter Linn, Post EDU
Book summary for Post EDU
Delpit, L. D., & Dowdy, J. K. (2008). The skin that we speak: Thoughts on language and culture in the classroom. New York: New Press.
EDU Peter Linn February 2016

2. EDU 604.90 Peter Linn February 2016
Introduction
“The Skin that we speak” by Lisa Delpit (2002) is a compilation of thirteen articles and essays around three main themes:
Personal struggles - as related to socio-linguistic matters and issues
Consequences of alternate language forms and classroom/learning impact
Communication habits, styles and sensitivities of educators
The intent of this series of articles is to examine the feelings, beliefs, frustrations and dreams of those who do not belong to a particular (“standard”) language community and the corresponding responsibilities of educators in the United States. Eleven of the thirteen essays focus on African-American language forms.
We have been reading this book since Unit 2 of this MOD
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3. EDU 604.90 Peter Linn February 2016
Relation to course objectives
The essays in this book address, in some way, all ten of the EDU course-specific objectives. In particular this collection of essays addresses:
Analyze demographic trends and societal structure from an educator’s perspective
A key theme in this compilation is the continued development and evolution of language and its impact on the achievement gap
Contrast conflicting themes of assimilation and pluralism
Several essays address this point very directly and contend that the process of assimilation itself can be damaging to alternate language form students
Analyze how culture affects learning and achievement
At least two of the essays point out the historical and at times misunderstood context of culture on learning and achievement
Build culturally responsive teaching practices
The consistent theme running throughout this book is the need for teachers to become culturally adept and familiar with racial (and by extension socioeconomic) identity, its impact on achievement, and ways in which to improve positive engagement and results (Smooth, 2011)
Relation to course objectives
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4. EDU 604.90 Peter Linn February 2016
Specific questions related to “The Skin that we speak”
How does language reflect our cultural identity, power, and privilege?
One author, Joan Wynne, in Chapter 12 used the phrase “linguistic oppression” to refer to the unfair treatment of students based solely on the use of alternate language forms. For example, many people tend to decry Black English as an undesirable or ignorant language form. Several authors in this collection see Black English as a proud, positive, and unique symbol of the African American experience. In my view there is a disconnect and misunderstanding in these perspectives. We can respect socially developed language forms while at the same time encouraging mastery of standard English in order to succeed in the future.
More broadly than the scope of this book, language forms of many types connect directly to our varied cultural heritages. Linguistic discrimination based on these forms is a growing issue concerning our future. This persistence is attributable to past political, social, and racial policies, some that knowingly or unknowingly continue to this day. Understanding and reacquainting ourselves with history is a step toward confronting it.
Linguistic oppression or discrimination
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5. EDU 604.90 Peter Linn February 2016
Specific questions related to “The Skin that we speak”
What would and could you do to assist these culturally and linguistically diverse students to be successful socially and academically?
The Purcell-Gates piece (Chapter 8: “…As soon as she opened her mouth!”) outlines three clear and broad solution recommendations to assist culturally and linguistically diverse students as follows:
Teachers and schools must accept that children of poverty are learners, wish to learn, and can/will learn. This applies to students of color, immigrants, and all ethnicities and races. As well described by Gorski (2013) teachers should actively promote and encourage such students through active and thoughtful multi-path engagement.
Accept the language form in which these students have been raised and use their language to help them. Dismissing or not respecting the ethnic or cultural background of students has a hugely detrimental impact on their ability and desire to participate in the educational system.
Speakers will use the appropriate language to fit into the social context they find themselves in if they are properly encouraged. If we create an open, positive, and embracing learning environment, students will be encouraged to succeed in necessary cultural context.
Solutions
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6. EDU 604.90 Peter Linn February 2016
Societal impact
A widening education achievement gap gives rise to widening racial, cultural and socioeconomic gaps in our country, and indeed the world. The use of alternate language forms is an important component contributing to this gap and is perpetuating poverty and social failure. Several examples are described in this book, as well as Murphy (2010).
The present and future economic costs have been estimated at staggering amounts. Per McKinsey and Company (2009), these education achievement gaps impose upon the United States the equivalent of a permanent national recession. In the same study they further estimate that if the US had closed the SES achievement gap, the 2008 GDP would have been between 400 – 670 billion dollars higher. This is on par with the economic impact of the 2008 recession.
Key actions suggested:
Highlight data trends to keep focus on this critical matter
Encourage and reward private/public partnerships and leadership
Reassess educator talent and competencies
Involve families and communities
Impact & broad solutions
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7. EDU 604.90 Peter Linn February 2016
References
Delpit, L. D., & Dowdy, J. K. (2008). The skin that we speak: Thoughts on language and culture in the classroom. New York: New Press.
Gorski, P. (2013, September). Building a pedagogy of engagement for students in poverty. Kappan, 48-52
Murphy, J. (2010). The educator's handbook for understanding and closing
achievement gaps. Thousand Oaks, Calif.: Corwin.
Smooth, J. (2011, November 15). How I learned to stop worrying and love
discussing race [Video file]. Retrieved from
watch?v=MbdxeFcQtaU
The economic impact of the achievement gap in America’s schools [Video file]. (2009, April). Retrieved from
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Conclusion part 1
Overall I would not recommend this book – unless someone is seeking to explore issues specific to African American Language or Ebonics. The vast majority of the essays are written from a very specific afro-centric viewpoint (although there are only two notable exceptions in chapters 5 & 8). In principle this is fine, however, to book largely avoids the far wider perspectives of socio-linguistic issues associated with Latino and Asian ethnicities who if fact represent a far higher percentage of the US population. The sub title to the book is “thoughts on language and culture in the classroom.” This is a misnomer. The more accurate sub title should have been “thoughts on African American language and culture in the classroom”.
Book title is deceiving. Linguistic issues extend far beyond soley the black community
School age children in USA*
*Source: U.S. Department of Health & Human Services, 2008
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9. EDU 604.90 Peter Linn February 2016
Conclusion part 2
Part 1 of my conclusion notwithstanding, I fully support a key statement from Lisa Delpit in her essay contribution that we must treat all students with love, care, and respect so that they feel connected to us and build a level of trust. If we can get to this point, all students may be more willing to adopt our language form as an addition to their own, and thus be able to attain higher standard achievement levels. In order to build a community of learners our tolerance of language diversity must expand. We cannot shame or marginalize (intentionally or not) those persons who exhibit culturally linguistic patterns different than ours. Teachers have the ability and responsibility to act accordingly. And this point transcends all races and ethnicities.
Principles and intent are sound
EDU Peter Linn February 2016