2002 Annual Report, Commission on Language

The Commission on Language continues to work toward developing more informed educators, policy makers, and the general public about the importance of understanding language as a foundational tool for learning, a community-based resource for teaching, and a political tool for control and possibly domination. During its 2001 meeting, the Commission members identified six issues that could be discussed more productively if they were grounded in knowledge about language: 1) pedagogical guidelines for utilizing multiple forms of language and communication in our schools; 2) language standardization as a tool for educational reform; 3) globalization as an excuse for exclusion; 4) theory and research as privileged sources of information on effective classroom practices in the English/language arts; 5) what counts as language in the language arts classroom; and 6) creating a public language for addressing the interests and needs of the general public, especially parents, community-based literacy organizations, and policy makers.

To address the issues above, as well as the theme of next year’s convention, “Celebrating the Languages and Literacies of Our Lives,” the Commission submitted proposals for a single and double session at the NCTE 2002 Convention. The single session, “First Language, Home Culture, and English Learning,” discusses the importance of the students’ home language and culture in English learning from the perspectives of teaching English as a secondary language, a standard dialect, and a foreign language. The double session, “Culturally Sensitive Pedagogy in Action,” demonstrates how principles of culturally sensitive pedagogy can be applied in elementary language arts classrooms, resulting in classroom practices that enhance students’ cultural knowledge and enrich their literacy development.  

Much attention was given to organizational/procedural matters that would enhance the work of the Commission, e.g., enhancing the active and regular participation of commission members, improving the information flow among commission members, developing resources to support more hands-on demonstrations of effective practices, including funds to support bringing students to the conference, and greater cooperation with commissions and committees who share the interests and concerns of the Commission on Language.  

Finally, over the course of the year, the members of the Commission have increased their communication with each other.  Most notably, members have engaged in informal conversations about possible publications of the Commission and the development of brief position papers on such critical areas as globalization, standardization, and the role of language in creating classroom communities.  The Commission believes that this critical era of change demands a shift toward more effective communication with the public and policy makers. Toward this end, the Commission is initiating action via a set of brief position papers on language/literacy policies and practices. Commission members are committed to working harder and smarter to practice the principles of communication that we preach and teach about as critical elements of collective action and success.

Jerrie Scott, Director