Unlocking the Urban Vernacular: Investigating Inner-City Male Students' Perspectives on Standard English in a Technology-Driven World

• In Event: Teacher, student, and practitioner perspectives on contemporary issues in gender and education

Proposal

The purpose of the study

Technology's growth significantly impacts language development, transforming how we teach and engage our learners (Huzairin et al., 2020). Today's children are digital natives (Margaryan et al., 2011), so educators must reassess their teaching techniques to meet their needs. This research aimed to understand the sociocultural aspects that influence language development in a Creole-speaking setting. The study examined how inner-city males perceive and use English and how their home environment influences literacy development. It also explored the linguistic culture of these communities, including potential gender biases and their effects on language development. By describing these perspectives, the study hoped to underscore the relationship between students' attitudes toward the school's role in promoting a love of language learning through diverse technology and digital tools in communities where education is not prioritized, particularly concerning language learning.

Theoretical Framework

This study capitalized on Freire's Critical Pedagogy (Freire, 1970/2000). Over the last few decades, academics have investigated male underperformance in educational spaces and compared it to their female counterparts (Bennett, 2010). Notably, boys learn differently from girls, depending on their culture. Kouwenberg et al. (2015) found that Jamaican boys' cultural experiences significantly impact their language acquisition. Culture influences their language learning experiences, emphasizing the importance of studying language development from a sociocultural perspective. According to Majub (2010), some people believe that males must act and speak in a way that shows masculinity. Cooper (2010) states that English does not reflect this macho image. Critical Pedagogy allows research participants to reflect on their experiences, challenging assumptions about how men learn and utilize English, positioning them to critically analyze societal norms, and preparing them to take action.

Modes of Inquiry

Methodologically, I used phenomenology (Hycner, 1985; Merriam & Tisdell, 2023) to provide a deeper understanding of inner-city males' experiences with English in a Creole-speaking environment. The study involved six boys and four English teachers (1 male and 3 female) with significant experience working with these students. As Morse (1994) and Creswell & Guetterman (2009) noted, smaller samples in phenomenological research facilitate in-depth exploration of participants' experiences. Including teachers with their students provided a more comprehensive understanding of the educational and linguistic dynamics of the community. The sample size of 10 ensured data saturation (Creswell, 2014).
Data was collected through separate 40 to 50-minute focus group interviews with students and teachers, featuring open-ended questions to encourage detailed responses. These semi-structured interviews used open-ended questions to elicit detailed and meaningful responses, enabling participants to discuss their thoughts, experiences, and emotions in a safe atmosphere. Probing questions were asked when needed to clarify and expand participants' thoughts (Cresswell & Guetterman, 2009). I also observed classrooms to understand how English was taught, student engagement, and the role of technology. The interviews were transcribed to ensure accuracy, and thematic analysis (Saldana, 2021) was performed to identify and interpret critical themes reflecting participants' shared experiences.

Findings and Discussion

The study's findings indicate that a transformation in teaching approaches is required to engage inner-city boys in English classrooms in Jamaican schools. The data revealed that learners' attitudes influence their responses to learning the language. Participants highlighted the need for a more relatable education system that meets the demands of 21st-century learners by incorporating technology that goes beyond watching YouTube videos as part of the teaching and learning process.
The data also showed a need for more teaching and learning technology to encourage research and presentations and use technology to display learning outcomes, such as Canva, Gizmos, and Seesaw. In their narratives, participants stated their desire for educators to gamify the teaching and learning activities to make English more interactive and engaging. One participant mentioned, "Sir, my cousin who lives abroad plays various games in his English class, such as Kahoot, amongst other games, and he also gets to use robots. Why is our English class so uninteresting?” Another student added, "We could even participate in debates and drama to make learning more interesting.” These statements reflect a deep frustration with learning English in their Jamaican context, where students sit, read, and respond to questions in a book instead of exploring the language.
The students also mentioned that playing soft music, like Mozart, helps students maintain attention and improve cognitive function during tasks. They expressed the need to be assertive and have their voices heard as young inner-city males. Majub (2010) recommends that authorities create educational opportunities tailored to males' needs to ensure no one is left behind. Perry (2010) argues that the school system plays a role but that the home environment also contributes to educational disparities, with males often receiving less support than females, resulting in a significant discrepancy in their educational performance.
While the majority of the students believed that having a good command of the English language is beneficial for upward mobility, they recognized that using the language in specific settings may result in being labeled as gay or sissy. According to Kouwenburg and Cooper (2010), Jamaicans believe that English is a "girlie" language that does not reflect the attitudes and actions expected of men in Jamaican inner-cities. The study confirms Cooper's (2010) observations and assertions that society views men and women differently, perceiving men who speak proficient English as soft and less masculine. It became vital for them to be able to switch codes for English speakers to understand (Pollard, 2002) and to avoid being perceived unfavorably by people who do not embrace the English language (Kouwenburg, 2010; Cooper, 2010; Majub, 2010).

Scholarly Significance

This study contributes to a better understanding of the relationship between gender, language acquisition, and technology in Jamaican inner-city schools. By incorporating 21st-century learning tools that go beyond passive consumption, such as watching YouTube videos, to actively engaging students through technology that supports research, presentations, and the display of learning outcomes, this study contributes to the ongoing discussion about how digital tools can bridge educational gaps in international education contexts.

Author

• Giovanni E Whyte, University of North Dakota