#6 – Task 2: Does Language Shape the Way We Think?
Author: Natalie Keizer
Link: https://blogs.ubc.ca/keizern/does-language-shape-the-way-we-think-task-2/
Natalie’s response to task 2 has had a profound impact on my own thinking and practice as an educator. Throughout the video’s and readings, Natalie and I picked up on some of the same core concepts. That language shapes our thinking, and possess’ the ability to put ideas into the minds of others. In my response I reflected more on my personal life than my work, Natalie’s response however, is focused on her teaching and students learning. While reading I reflected on the language used in my own work environment and had several epiphanies that will have a positive impact on my school in the coming weeks and months.
Natalie’s examination of the hundred chart and how the language does not match the actions that students must take when adding or subtracting numbers appears simple on the surface, but is something that I have not previously encountered or thought about. Similar to how Natalie states that “it made sense – yet I never considered it”, I too had this feeling when reading through her assignment. How many other activities, engagements, tasks, do we ask students to do that could be improved with a critical language lens?
Within my workplace, we have begun to think about how language shapes our school culture. One big change that we have been trying to implement is a shift away from using the terms “DP” or “Diploma Program” when referring to our grade 11 and 12 students. Our school is an IB school and so the majority of our students are enrolled in the “DP” program, however, there are an increasing number of students who are instead opting for our standard “High School Diploma”. When we say “DP” these students are not being intentionally left out, but because of the language we are using, they are. It has been a tough shift for some of our staff to make as they are very accustomed to using the words “DP”. When asked to change their language to “Grade 11 & 12 students” or “high schoolers”, school administration is met with resistance. The shift has been made in order to further enhance a culture of belonging which I believe everyone in our school wants to help in curating, so why the resistance? Is it more systemic? A rebellion against authority? A fear or dislike of change? This is something I would like to dive into once I am back at work and uncover. Hopefully by discovering the source, or perhaps explaining more of the “why” around this, we can begin to break down the walls and barriers that exist. It has become apparent from Natalie and the courses readings that using careful language to instill and communicate these ideas is critical. Further evaluation of the language we use as a school is worth exploring and sharing the contents of this modules readings with my school staff could help in aligning everyone.
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