Learning Outcome #2: Possess in-depth knowledge of the subject area being taught.
In an attempt to satisfy this standard, I have worked on designing instructional theories and practices that engage all students. In order to do so I have strived to incorporate "reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA" (3.1.2) in order to help students uncover and rationalize the "cultural, economical, political, and social impacts on language" (3.1.3). How and why language varies across regions, cultural groups, time periods can be justified by an in depth study of its evolution. The Adventures of Huckleberry Finn is a perfect text to use for an in-depth analysis, and assessment of the English language because its extensive amount of language diversity is readily observable. In addition, Mark Twain's sophisticated writing abilities provide extensive denotation of life during the 1800's, and of course, a realistic, and truthful depiction of how uneducated blacks and whites spoke. Furthermore, through my 11th graders study of Huckleberry Finn, we were enabled to discuss, assess, and evaluate the historical influences, English grammars, semantics, and syntax found within. By incorporating complimentary texts, as educators, we are helping students better understand the central text, thus working across texts. For example, with Huckleberry Finn, I presented students with a modified, or abbreviated text version, where the word "nigger" is replaced with the word "slave," showed movie scenes, and played audio re-creations of scenes. In effect, students were able to study the multimodal choices a producer(s), or speaker(s) makes, and how they offer grammatical, semantic, stylistic rhetorical, or syntactical comparisons, or contrasts. As a prospective English educator, I strive to portray my "in-depth knowledge" as I lead discussions and strategically plan lessons for Huckleberry Finn. In order to reveal the language practices that emerge in the text, and what they reveal about the author, I have created and given students a handout dealing with the study of the word nigger. I provided some background information on the word, as well as how it is viewed in today's society. I asked students to consider rap lyrics, and how the word "nigger" is used by artists, as well as their intents for doing so. By incorporating music into the lesson, I am able to give students the opportunities to interpret Huckleberry Finn alongside the context of their own individual lives. Throughout this lesson, I stimulated their thoughts by posing 'critical thinking' questions, which forced them to question why they use the word 'nigger' themselves. Since a majority of my classes are comprised of black students, the conversation became extremely personal incredibly fast. The remaining half of my classes consist of a Hispanic student body; however, both groups of students use the word 'nigger' all the same. I hear this word thrown around as readily as "what's up." By studying the context of Huckleberry Finn, where Twain uses the word 'nigger' alongside the usage of this word in my students collective lives. I received multiple, both outraged and sympathetic responses regarding the controversy of "language," how meaning changes across cultures, races, and genders.
One student explained that he uses the word all the time, but "it shows ignorance." A different male student was offended by this word, and explained, "you don't hear Hispanics referring to each other as 'spics,' so why is it okay to use the word nigger?" I believe Huckleberry Finn gave me a chance to show students that they can access complex texts and share a cultural practice along the way. In response to this lesson, I had students write about a time where they were offended by language (words, or sayings). In effect, I was able to bring importance to my students, get to known them, their literacies, their questions, their standpoints, and uncover what they wish to do to eliminate ignorance in their speech. This text gave me a chance to show students that, no matter how 'old' a text may be, it still has relevancy to their lives. Over 100 years later, society still reveals how racism and stereotypes are rampant. The word 'nigger' is not extinct, and it does still suggest a pejorative notion of "ignorance," like my student said. Huckleberry Finn has allowed me to present literacies, cultural backgrounds, languages, and personal experiences to my English class for a collaborative journey through the power of language.