Blog Post #2 The Silenced Dialogue by Lisa Delpit

 The argument about the relationship between language, power, and education by Lisa Delpit.

    

    The readings discuss how language and power are connected in education. The author explains that students should not have to give up the way they naturally speak but should also learn the standard way of writing and speaking to succeed in school and work. The text highlights the importance of teaching students these language skills while also respecting their cultural backgrounds. By sharing personal stories and teaching ideas, the author encourages a fair and open discussion about language and how schools can better support all students.

The author presents a few main arguments throughout the reading:

    First, they argue that students, particularly those from excluded communities, must learn the "codes of power" to succeed in mainstream society. Without clear teaching of these language rules and behaviors, students might have trouble getting academic and job opportunities. The author states, “students must be taught the codes needed to participate fully in the mainstream of American life, not by being forced to attend to hollow, inane, decontextualized subskills, but rather within the context of meaningful communicative endeavors; that they must be allowed the resource of the teacher's expert knowledge, while being helped to acknowledge their own "expertness" as well; and that even while students are assisted in learning the culture of power, they must also be helped to learn about the arbitrariness of those codes and about the power relationships they represent” (p. 45). This shows the need to directly teach students the language and behaviors that important institutions value.

    Second, the author emphasizes that teaching these codes should not come at the expense of students’ cultural identities. Instead, teachers should support students' home languages and dialects while also giving them the skills to handle formal situations. Delpit argues, “to act as if power does not exist is to ensure that the power status quo remains the same” (p. 39), suggesting that ignoring linguistic inequality maintains systemic oppression. By recognizing students' language backgrounds, teachers can boost their confidence while still helping them engage in the main conversation.

    Finally, the author says that true change in language education must come from those in positions of power. Accepting different languages in classrooms is important, but real change needs new policies and a change in how schools think. Delpit says that educators and policymakers must acknowledge their own biases and work toward inclusivity, arguing that “those with power are frequently least aware of—or least willing to acknowledge—its existence” (p. 25). This message asks leaders to notice and stop unfair treatment based on language in schools. 

    The main point of the reading is that students from disadvantaged backgrounds need to be clearly taught the "codes of power" to do well in mainstream society. However, this should be done in a way that respects and values their cultural identities. The author stresses that ignoring power dynamics in education only makes inequality worse. Real change needs those in power to recognize and address these issues. In the end, the reading calls for a fairer approach to education, where all students get the tools to succeed without having to give up their own languages and cultures.