The earliest memory that I can loosely link to this subject–though I was years aways from knowing there was such a subject–was when I was in grade six (sixth grade to you Americans). My father, a university prof, had died 2.5 years earlier, and my mother–a school teacher by profession–had hauled us back from California to be closer to her parents in Arkansas.
Mrs. Broadman was guiding us through some grammar worksheets one chilly October morning. The kids around me weren’t doing so well with the exercises. Problem number one at the top of the worksheet was “Tom gave the book to Mary and _______ (me/I).”
I have a very clear memory of an odd thing the teacher said to us in an attempt to help us do better on the worksheet: “If it sounds right to you, it’s probably wrong.” I became immediately aware that this rule of thumb didn’t work for me at all. I was scoring 100% on the worksheet by asking myself what sounded right. I was raised in a household where we didn’t split our infinitives or dangle our modifiers. Also, I had spent the first eight years of life outside the South.
Since I haven’t been officially tested or diagnosed, I can’t claim to have Asperger’s Syndrome. But I can tell you that one of the traits I share with many in the spectrum is a tendency toward pedantry. For several years during my youth and young adulthood, I really thought I was doing the world an enormous service by correcting grammar wherever I went. I carried a red felt-tip marker to facilitate improving signs, adding or subtracting apostrophes on flyers on bulletin boards. I was grammar woman! I should have worn a leotard complete with cape and big red G on the chest.
I didn’t know or perhaps just didn’t care that my compulsion to interrupt friends to correct their spoken grammar was unwelcome, obnoxious, socially boorish even.
In 1983 at UALR, in the linguistics classroom of Professor Jamie S., my eyes were opened. The dictionary, she told us, is not the product of a panel of people who sit around and decide what words should mean or how they should be used. It is a report on how words ARE used by the majority of educated speakers. Furthermore, she informed us, language is constantly changing. With the exception of a cumulative work like the O.E.D, dictionaries are continually having to drop words that have fallen out of use. New editions also must incorporate neologisms that seem to be surviving the test of time.
Jamie compared human language to an organism. It has a life of its own. It morphs, and there is no stopping it, she said. Jamie scoffed at the prescriptivists–those people who think you can tell humans which grammatical structures to use and how to use them. Just look at the English of 100 years ago, or even 50 years ago. Rules that were once hard and fast have fallen by the wayside. Could any school teacher have stopped the Great Vowel Shift? Of course not. Can any amount of kvetching or rapping young knuckles with a ruler stop people from splitting infinitives? Try telling the writers of Star Trek that they can’t say “To boldly go where none has gone before.” They can and they did.
Under Jamie’s tutelage, I slowly began to open my eyes to my own narrow way of looking at language. Ebonics, she taught us, is not “sub-standard” English. It has its own beautiful grammar with a subtle array of tenses and aspects beyond the ones available to speakers of the “standard” dialect. And as long as we’re on the subject, I should add that my TESL teacher pointed out to me twenty years later that a language is a dialect with an army and a navy.
An entire world was opening up to me…that of objective, descriptive linguistics. To enter this world, I had to check my value judgments and “right and wronging” at the classroom door. Jamie was a brilliant instructor and eventually won me over, though my prescriptivist compulsions were a bit hard to abandon at first.
I’m sure my friends and lovers were greatly relieved when I stopped correcting their grammar. Poor red pen no longer traveled with me in my long-strapped, embroidered-in-India hippie purse. The sign at the local grocer’s indicating which wicket was for shoppers with “Eight Items or Less” stood unchallenged by me. Language is changing, I chanted to myself if I noticed my blood pressure threatening to rise.
Nevertheless, my ear for what prescriptivists might call “good grammar” came in handy over the years. I was chosen in each of a series of jobs to be the writer of procedure manuals and proofer of memos. In spite of having switched teams, I never abandoned my mother tongue–the one that was handed down to me from two parents in academia. I grew up bi-dialectical, though; I could easily slip into Arkansas-Oklahoma Southern on demand.
Fast forward now to the fall of 2009. I’m sitting in a second-storey classroom in an old brick building across Bloor from Honest Eds in Toronto. Over the period of twenty plus years between graduating university and entering the TESL program, I had grown a bit lax in my descriptivist allegiance. A wee bit of prescriptivism had slunk back in, I will admit. Okay, actually I only permitted myself the guilty pleasure of correcting another’s speech with one person. Yeah, you guessed it: poor Sylvain.
On the first day of the Teaching English as a Second Language (TESL) course, we met the woman who would take us through all 16 weeks of training to become ESL teachers. She was tall and maintained a slender figure with twice weekly ballet classes. Her slate grey hair was cut in a cute bob that she tucked behind one ear. She had a decidedly English nose which she had come by honestly–by being born in England. Did I imagine it or did she look down that aquiline nose on first surveying us–her next batch of aspiring teachers? I got the feeling she wasn’t terribly impressed with the motley crew that we were. Can you tell that I loved her? I get school-girl crushes on my teachers very easily.
During the first seven weeks of full-time schooling we covered the practical aspects of TESL with a focus on settlement English. During the second seven weeks, we dove (or dived, if you prefer) deeply into theory: second language acquisition hypotheses, Chomsky, Krashen, the history of second language pedagogy from the 60s to today and everything in between. We were not told which methods to adopt in our teaching, but were rather asked to do some critical thinking and decide for ourselves. We defended our positions in end-of-term papers and on lengthy essay-format exams.
Prof. J did a brilliant job of not tipping her hand to let us know which theories or methods she thought were bunk. One thing, though, was made very clear. There is no place in the settlement English classroom for a staunch prescriptivist. Newcomers to Canada have a right to know that there is more than one English out there. For every lovely textbook rule they will need in order to be hired and do well in an office setting, there is a caveat to deliver: it’s not the way most Canadians actually speak. We have to prepare them to understand and be understood by the majority of speakers with whom they will be interacting.
Hence our TESL course included coverage of such things as the quotative be like, the high-rising terminal, grammatical patterns that are becoming standard (ones that would make my grade five English teacher roll over in her grave), grammatical patterns that may or may not become standard, and so on. Rather than relying solely on grammar books and dictionaries to determine what to teach our students, we learned to delve into corpora.
Your friendly neighbourhood prescriptivist might have issues with “everyone remembered to take their umbrellas,” but a search of a North American corpus that includes the New York Times, Globe and Mail and Washington Post reveals that the structure once considered wrong due to lack of agreement between singular subject and plural possessive pronoun is becoming standard. Yikes, you say? Get over it, I say.
One of the most fun aspects of our in-class exploration of our changing language was when we would use the population of the class itself as a small sample. How many of you say, “different than?” she would ask us. How many say, “different from?” What about “different to?” Do you say “data is” or “data are?” What’s the plural of stadium?
Over and over I was a minority of one. Part of this can be attributed to the fact that I was the only one in the class who’d been raised south of the border. But mostly I believe it is due to the fact that I was raised by academicians and then fell firmly in love with my prescriptivist teachers, which only solidified an idiolect that sounds contrived to many but is completely natural to me.
In one instance Prof. J was talking about a prescriptive rule and added, “Nobody really talks like that.” I sheepishly and very slowly raised my hand, but not very high, to squeak, “I do.”
So there I am…someone who still uses whom and occasionally even tucks the preposition safely in front of it lest it dangle untowardly at the end. And yes, there still are some people who use the subjunctive. I did so in the previous sentence.
But while I love my whom and wish desperately that one of my favourite bloggers would learn this rule, I have to remember that my students deserve to be prepared for the real English they will encounter from day to day. Don’t tell Mrs. Broadman.
If you liked this essay, you might enjoy:
Ask Language Log: Prescriptivism in Europe
Prescriptive vs. Descriptive Linguistics