Jamila Lyiscotts "Three Ways to Speak"

Jamila Lyiscott’s essay, “Three Ways to Speak,” delves into the complexities of language and communication, particularly within the context of African American Vernacular English (AAVE) and its place in academia. Through her personal experiences and scholarly insights, Lyiscott challenges the traditional monolithic view of language and highlights the need for linguistic diversity and inclusivity in educational spaces. In this essay, I will critically analyze and discuss the key themes and arguments presented in Lyiscott’s essay, and explore the implications of her ideas in the broader discourse on language and education.

One of the central themes in Lyiscott’s essay is the idea of linguistic multiplicity. She argues that individuals, particularly those from marginalized communities, often speak in multiple registers or dialects depending on the context and audience. This multiplicity of language is a form of cultural and communicative richness that should be valued and celebrated, rather than stigmatized or dismissed. Lyiscott’s own experiences growing up speaking AAVE and code-switching between different linguistic registers exemplify this multiplicity, and she emphasizes the importance of recognizing and respecting diverse linguistic practices in educational settings.

Furthermore, Lyiscott challenges the traditional hierarchy of languages and dialects, critiquing the tendency to devalue non-standard varieties of English, particularly AAVE, within academic and professional spheres. She argues that AAVE is a legitimate and complex linguistic system with its own grammatical rules and expressive capabilities, and should be acknowledged as such in educational institutions. By advocating for the inclusion of AAVE in classrooms and academic discourse, Lyiscott seeks to empower individuals who speak and identify with this dialect, and to disrupt the linguistic hegemony that often marginalizes non-standard English speakers.

Another key argument in Lyiscott’s essay is the importance of linguistic justice and equity in education. She contends that language is deeply intertwined with issues of power and privilege, and that the exclusion or denigration of certain dialects perpetuates inequality and linguistic discrimination. Drawing on critical language awareness and sociolinguistic theories, Lyiscott calls for a more inclusive and culturally responsive approach to language education, one that affirms and validates diverse linguistic practices rather than imposing a singular standard.

In addition to critiquing the treatment of AAVE in academic spaces, Lyiscott also offers practical strategies for embracing linguistic diversity and fostering inclusive communication. She introduces the concept of “code-meshing,” which involves integrating different linguistic varieties and registers in pedagogical practices to create a more inclusive and accessible learning environment. By encouraging educators to recognize and incorporate diverse linguistic resources in their teaching, Lyiscott aims to bridge the gap between students’ home languages and the language of instruction, and to promote a more equitable and empowering educational experience for all learners.

Overall, Jamila Lyiscott’s essay “Three Ways to Speak” makes a compelling case for the recognition and validation of linguistic diversity, particularly within the context of AAVE and education. Her insights and arguments challenge prevalent linguistic ideologies and advocate for a more inclusive and equitable approach to language and communication. By centering the voices and experiences of marginalized communities, Lyiscott’s essay contributes to a broader conversation about language, power, and social justice, and calls for a reimagining of linguistic norms and practices in educational settings. As educators and scholars, it is imperative to heed Lyiscott’s call for linguistic justice and equity, and to work towards creating more inclusive and empowering spaces for diverse linguistic practices and expressions.