Chapter 5: Knowledge for Whom

This chapter explains the power behind learning the English language.  I had never really realized that speaker's of other languages considered English to be a language of the elite.  Like we discussed in class, it would be nice to be able to separate a person's identity from the language they speak but often times that is hard to do. 

Vygotsky's quote "We must develop the curriculum to challenge, to stimulate, to arouse!" (163) stuck out to me because as teachers we need to take our students needs and desires into consideration when planning a curriculum.  We must ask ourselves what do they want to know and what knowledge will help our students be successful.  "Our goal as teachers is to provide the students with access to English and all the personal and professional possibilities that come with the ability to speak English, and to decolonize the teaching of English" (165)

Another concept I found interesting was the difference between double consciousness and assimilation.  Through the development of double consciousness, students have a sense of identity and a sense of wholeness uniting two cultural worlds.  They keep their own identity and are able to learn the new language and culture in addition.  However, with assimilation, students loose their identity and are forced to blend in with the mainstream culture.  As teachers we must strive to promote programs that teach students double consciousness rather than assimilation into our culture.