Well, this is a new experience for me: I have never been called provincial before. I suppose if the shoe fits, I will have to wear it; but I really don't see anything provincial in my attitude. For one thing, I don't think I ever suggested that I think that language is "self-regulating" in anything I have said or written. I don't think language can regulate itself, and I think attempts to regulate it from the outside are doomed to failure. It changes, yes, but that is not regulation; it's evolution. Nobody, nothing regulates language, really.
Language will change, no matter what I do, whether like it or not. For that matter, it will change no matter what any academy on language does. Has French not changed since the formation of the Academy in the 17th century? I only know a little French, but I am still sure it HAS changed in the past four hundred years. Assuming that language can stay fixed is contrary to history. Trying to fix it is elitist and futile. There have been attempts to fix English permanently in the past. I mentioned Swift and Defoe, who did call for an Academy, following Dryden's lead, but they failed, even though they had a queen on their side. Even Dr. Johnson knew that the idea of "embalming" the language was foolish and said so in his dictionary: "To enchain syllables, and to lash the wind, are equally the undertakings of pride." He even suggested that degeneration was the natural tendency of language. I may lament the loss of, say, the subjunctive voice in English (I do lament it), but I am !
not so
proud or arrogant as to think there is anything I or anyone else can do to stop it from happening.
My job is to teach my students to use language dynamically, to read and interpret language deeply, to write and speak to the best of their abilities, and to think critically and creatively. I believe that I have to do that honestly and openly and respectfully. If I assume that their small world of experience with language is a sign of illiteracy, then I will not only cut them off from entering wider worlds, I will lose them as students forever no matter how good my teaching is otherwise!
If my attitude still seems provincial, then hand me those shoes, and I will put them on willingly -- even joyfully.
Paul
P.S. I also do not understand how anything that I or Craig have written even remotely suggests that we think that "the way language is handled in the United States is the best way." The very existence of this organization and our participation in it deny such arrogance.
"Eduard C. Hanganu" <[log in to unmask]> wrote:
Paul,
Forgive me, but your perspective (and Craig's also) reflects the
provincial attitude so common in this country among the English
teachers and linguistists, that is, the idea that language is self-
regulating and self-regulated. Probably you don't know too much about
the L'Academie Francaise, the Romanian Academy on Language, and other
academic forums in Europe which have been regulating language
(structure and use) for centuries. The United States has practically
no history compared with Europe. My country goes back TWO THOUSAND
years, and most contries in Europe have as much history also.
The idea that the "native speaker knows more grammar than has ever
been printed in any grammar books" is PURE NONSENSE. As I said
before, a human being allowed to grow in complete isolation from
other human beings doesn't speak any language at all. Language is a
social phenomenon, not a reflex. Language IS NOT NATIVE. The
Chomskian theory of INNATE GRAMMAR (UG)has never been supported by
evidence, and is already obsolete. There is now compelling evidence
that language is LEARNED through the interaction of multiple factors,
and due to the amazing ability of the brain to acquire information. A
COGNITIVE theory of language makes much more sense than the
Chomskian "wiring" of the brain, which, again, has never been proven.
And the truth is that the "descriptivists" are as prescriptivist as
anybody. If the native speaker is the reference, then everything that
he or she says should go. I want to know how many teachers approach
student writing in public school or college in this manner, and
treats that student as an authority on language grammar and language
use.
I believe that a less provincial perspective, a better understanding
about how other languages function will protect us from a narrow and
much too confident notion that the way language is handled in the
United States is the best way. Evidence indicates that the contrary
is the fact.
Eduard
On Thu, 16 Mar 2006, Paul E. Doniger wrote...
>
>Craig,
>
> I love what you wrote: "I don't have much sympathy for those who
believe that the language itself is going downhill and that we need
to enforce our judgements on other people. Language can't be
controlled by the dictionary makers, and the good dictionary makers
know that." It reminds me that, as much as I love the writings of
those brilliant Restoration authors, Swift and Defoe, I find their
attempts to "fix" the language (fix as in, set for all time, not as
in repair!) misguided at best. They would have been better off
writing more meaningful fiction and satire as they were wont to do.
>
> For the record, and because I fear that I may have been
misunderstood and considered too prescriptive, I often talk my
students about the inevitability of language change; but I also talk
to them about using the right language for any given situation and
the value of having enough skill in language to be able to switch
gears when necessary. Sometimes the message gets through, I suspect.
>
> Paul D.
>
>
>"If this were play'd upon a stage now, I could condemn it as an
improbable fiction" (_Twelfth Night_ 3.4.127-128).
>
>To join or leave this LISTSERV list, please visit the list's web
interface at:
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>
>Visit ATEG's web site at http://ateg.org/
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"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
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