Grammar Snobbery

This morning a prominent radio talk show host called attention to a video posted on YouTube in which the speaker labeled grammar correction "racist." The video has been taken down from YouTube (I wonder why?), but can still be accessed by typing this in your search window: Mona Chalabi/The Guardian.

In her video, columnist Mona Chalabi characterizes "grammar snobs" as "patronizing, pretentious and just plain wrong." She accuses them of using "an elite and increasingly outdated form of the English language", and argues that grammar "evolves." Chalabi attacks those who believe we need a "common language" and a "set of rules we can all understand." She notes that the people pointing out grammar mistakes are more likely to be "older, wealthier, whiter... than the people they're treating with condescension." Chalabi states that "grammar snobbery is often used to silence those who have less of a voice in society." She urges us to pay more attention to the message of the speaker or writer and to focus less on grammatical errors.

As writing teachers, we must be prepared to address this increasingly popular but flawed point of view.

First, we must make sure that we are not "snobs." A snob displays an air of superiority and treats others patronizingly and with condescension. In our classrooms, we must never forget to check our attitudes at the door. We should never say or do anything to give students the impression that we believe ourselves superior to them. We're not. The fact that we speak and write formal English does not mean that we are more intelligent or that we are better people. We're not. We must maintain a helpful, collaborative atmosphere and never embarrass or shame a student who makes a grammatical mistake. If our attitudes are properly adjusted and the classroom atmosphere is one of mutual respect, then we can never be confused with the "grammar snobs" Chalabi references.

Next, I agree with several points Chalabi makes: we shouldn't nitpick a student's grammatical errors to the point that we're overlooking the message. In our class discussions, many times we have emphasized that a teacher or classmate should closely scrutinize global aspects of a composition when sharing observations prior to the revision process (its content, organization, logical development, structure, and supportive evidence) and focus on grammar later during the editing process. It is also important for us as writing teachers to choose our battles. Chalabi makes a valid point about the proper usage of less and fewer versus other conversational lapses that obscure understanding. There is a proper time to clarify the difference, and a proper time to save that discussion for another occasion.

Chalabi is wrong, however, in assuming that correcting another person's grammar is "racist." If the interaction occurs as a learning and teaching exchange between parties viewing each other with mutual respect, as previously mentioned, and not between snob and lowly subject, then the term "racist" hardly applies.

And, while it is correct for her to note that grammar "evolves", I disagree with her stance against a "common language" and a "set of rules we can all understand." In my work, I often interact with Latino students who are more comfortable speaking Spanish, black students from Belize or Haiti or Jamaica who speak Creole, patois or other dialects, and American-born black students who are more comfortable speaking urban street slang. In each instance, I make it a point to converse with them occasionally in their native tongue. And they enjoy the fact, for example, that I sometimes order in Spanish at a restaurant. Students are quick to correct me when I invariably make mistakes in grammar and usage, and they help me to restate what I intended to say in the proper way. Often they are well-versed in the grammatical rules that apply and cite them to me. I readily accept their corrections in the spirit in which they were given. I want their corrections so that I can improve. Similarly, when I correct grammatical errors in student compositions written in English, I approach in a helpful spirit, and I make my explanations short and clear. They want me to correct them so they can improve. But, of course, I never make how they wrote it more important than what they wrote.

Students know the importance of a "common language" and of learning a "set of rules we can all understand." Teachers know this as well, and it's our job to help our students to internalize these rules. In classrooms where there is a proper teacher attitude and an atmosphere of mutual respect, Chalabi has nothing to worry about at all.