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Society for Quality Education

Saying It As It Is

August 14, 2010 by .(JavaScript must be enabled to view this email address) at 10:52 AM

Dear Aunt Malkin,

I’m seeing a deterioration of language skill in the workplace and in everyday communication. But how big a problem is this really? Are we just being snobs and old fuddy-duddies by complaining? Signed George

Dear George,

If the deterioration of language skill you are complaining about involves superficial problems like the tendency to use neologisms or to turn nouns into verbs or to split infinitives, then you are being an old fuddy-duddy. We all need to realize that language evolves and there will inevitably be intergenerational differences. The older generation just has to go with the flow.

On the other hand, correct and precise language is never out of date. If George is talking about deterioration in vocabulary, spelling,, and grammar, then he is right to be concerned. Many people believe that the outward form of communication doesn’t really matter so long as it gets the message across. However, there are three good reasons to insist on communication that follows standard rules.

First, non-standard language slows down the communication process and invites misunderstandings. It’s already hard enough to say exactly what you mean using Standard english, especially in writing where you can’t reinforce your message with intonation and gestures. The crossing of wires resulting from informal e-mail messages is a well-known example of this phenomenon. The more precise and unambiguous your language is, the more likely it will be correctly interpreted.

Second, deviations from Standard English may be poorly received by your audience. For example, many employers begin the process of sorting out job applications by discarding those with spelling and grammar errors. For example, a prospective son-in-law is unlikely to impress his intended’s parents if he expresses himself poorly. For example, businesses run the risk of alienating potential customers if they make mistakes in their communications. As Marshall McLuhan famously said, the medium is the message.

Third, sloppy language is incompatible with overall excellence. According to the broken windows theory, small problems such as broken windows show that no one cares very much and so it is safe to break more windows or even break into buildings with broken windows. Similarly, if a company tolerates broken language, it shows no one cares very much and so it is safe to let other things slide. A company that insists on excellent communications sends an important message to its employees and to its customers about its overall high standards.

I hope I have made myself clear…....

Best regards, Aunt Malkin

Comments

One sees and hears it all the time—poor language usage.  My son was in engineering and began using bad grammar.  When I told him, he said that everyone speaks the same way.  Fortunately, my husband, who’s a chemist, and his friends told him flat out to clean up his grammer.  It wasn’t bad at all, but it’s one of my hubby and his chronies’ pet peeves when dealing with the younger generation of scientists and engineers.  It’s very common to hear the transitive and intransitive verbs get mixed up, especially lie, lay and had/have/has lain (intransitive verbs); the subjunctive verb is always missed and replaced by the simple past tense; and the present continuous tense, using have or has is mixed up with the simple past tense or other verb tenses.  One common error is saying ‘it’s nice to meet you’—shouldn’t mix infinitives with participles, so one should say, ‘it’s nice meeting you’.  There’s lots more but I think you get my drift.
I would bet the vast majority of people under 50 wouldn’t understand a word of the above.  They’ve been robbed of a lot of valuable education; it’s too bad.

Posted by Bev on 08/14 at 12:27 PM

All languages evolve ... one can make a case that once a certain construct becomes widely used it becomes the rule rather than the mistake.
Where do we draw the line? Where does pidgin english become an acceptable substitute to standard english?

What’s bothering me more is the simplified and wooden language of a lot of young children’s books. A lot of them have very simple sentence structure peppered with a lot of exclamations and word repetitions and then sprinkled with some unusual words - supposedly to make them interesting -. I find them both inane and bewildering at the same time.

There is a place for simplicity in beginning reading books. However when this carries over to books aimed at 9-10 years old I think it’s going too far.

Yes, most of the people younger than about 50 who went to school in Canada would not understand what you are describing in your post.
I’ve wondered many times how useful it has been for me to learn so much grammar. ( In my times grin)fairly sofisticated grammar knowledge was required to be admitted to high school.)

I’ve come to the conclusion that - just like all the math I’ve learned that I did not get to use - it is very important because it creates habits of mind. A mind becomes educated in seeing patterns, in organizing information, in seeking structure and that builds “mind muscles”.

Posted by fromEurope on 08/15 at 10:10 PM

The Progressive Agenda Being Fulfilled (Part I)

The deterioration of language skills is real and deliberate.  It is a pervasive trend with direct connections to teacher training where progressivism is the norm.  Canadian Deans of Education have signed onto an Accord to produce teachers to assume social and political roles, to contribute to social change and community transformation.

I recently read an article http://www.educationnews.org/commentaries/book_reviews/97169.html
John Dewey, Dumbing Down, and The Scandal of Dyslexia.  The author concludes that Dewey and his buddies, being socialists, “They were sick of individualism, the pioneer spirit, free enterprise, and people doing their own thing. John Dewey wanted you to be a happy member of a group. You didn’t need that much literacy or knowledge. Dewey actually saw these as impediments. He calls, especially in the early grades, for sharply curtailing the study of literature, history, math, science, geography and such, in order to make room for social activities, specifically, ‘cooking, sewing, manual training’”.

“To advance his sociopolitical visions, Dewey was eager to dilute content and diminish learning.”

All this is in line with what John Taylor Gatto has been saying in his “Dumbing Us Down. The Hidden Curriculum of Compulsory Schooling”.  Several times a winner of “Teacher of the Year Awards” in New York, when he quit teaching he said he no longer wished to “hurt kids to make a living.”

Today I found this guest column (from EducationNews) by a teacher also deploring poor English and grammar in this article “Grammar problems caused by ‘hyper-constructivism’”. http://betrayed-whyeducationisfailing.blogspot.com/2010/08/grammar-problems-caused-by-hyper.html  (from the blog, Betrayed*)
Robert Archer faults “constructivism” which, unfortunately still exists in teacher training.  It’s a form of discovery-learning and had Dewey as one of the historical figures influencing this development. (See Wikipedia for constructivism).  This is what Archer said:  “Somehow, this grammar-is-imbedded movement is supposed to help students naturally take in what proper grammar is (i.e., grammar by osmosis). It’s very much a hyper-constructivist approach to education; the students are supposed to “discover” proper grammar on their own as they read good pieces. Then, somehow and some way, they are to emulate these proper mechanical structures in their own writing. And if the students don’t quite “take it all in,” the teacher may take 2.5 minutes here and there to show them what a damn verb is.”

Posted by Tunya Audain on 08/15 at 10:51 PM

The Progressive Agenda Being Fulfilled (Part II)

Is all this deliberate, manufactured, dumbing-down? To create a class of poorly educated mass with another class of elitist rulers?  Sounds very Plato to me – philosopher kings!  Isn’t this what socialism is all about—We are all equal, but some are more equal than others?

We need to find more essays and material about this deliberate capture of curriculum by left-wing progressives for their political purposes.  I found an excellent article on the hijacking of art education for the purpose of social justice, etc..  Very, very perceptive and scary. http://www.aristos.org/aris-10/hijacking.htm 

Of course, science, math, literature are already seeing social justice themes but I haven’t seen any articles (good references) as persuasive as the above art article.

Am I a conspiracy freak?  I don’t think so.  I see the progressive agenda being actualized everywhere.  Progressives are about a number of things, but their main thing is uniformity.  NO CHOICES.  That’s why they love government monopoly education. 

* Betrayed, the blog sounds like a great place to visit.  This is their write-up:
Betrayed - Why Public Education Is Failing http://betrayed-whyeducationisfailing.blogspot.com/
Betrayed is an online chat forum for parents, teachers and community members to offer their thoughts on what’s wrong with public education and how to make it work better for the students…Help teachers and parents take back the classroom from those who have stolen it.

Posted by Tunya Audain on 08/15 at 10:55 PM

Education is supposed to be about imparting knowledge, much of which money can’t buy: not socializing.  If socializing is Ontario’s true agenda, then it’s failing at that as well.  Children nowadays are bullied, undiciplined, and lacking in even the most basic skills:  they’re only existing at school.  I think today’s educational system is simply too lazy to change because it’s utterly unaccountable, plus there are no mavericks, or at least too few.

Posted by Bev on 08/16 at 07:56 AM
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