I’m looking at the goofy smirk of someone who’s delivered a burning comment, minimizing, derisive. Defiant whispers in my intimate classroom setting, being interrupted, receiving groupfuls of disgusted stares. Perhaps without realizing, my students can be decidedly unprofessional. Deers in headlights turn aggressive. “I don’t understand you” leads to uncomfortable feelings, and the instinct to deflect and lash out with a cutting remark.
I’m no stranger to the vulnerable insecurity that arises when your language is symbolically taken away. Suddenly confronted with the inner discord of translating a rainbow of thought into black-and-white, just to be understood. Not to mention that in France, classic pedagogy is infused with the idea that you can always do better, no matter how good you think you are. Liberté, Egalité, Critiquez. Make a mistake, and pay for it. The language classroom is no different.
Many of my students have lived the trauma of classroom humiliation at the hands of the all-powerful Teacher. Being shamed for the crime of being wrong, the hurt when classmates chimed in to further deride them. They’ve been trained not to ask questions, to expose a vulnerable moment. It’s easier to shut down. A common student response, be they 8, 18, 38, or even past retirement age.
Interactions with me can make ancient antagonistic feelings bubble up. I am seen as a critic, an insolent interloper, imposing my language–deemed simple, inferior, lacking nuance or artistic merit–onto my student. I become the symbol of their Old Rival.
English itself becomes a fetish object. Adored, yet feared. Necessary, yet despised. Simple, yet frustratingly irregular and nuanced. A language of countless verbs, a language of action. Not like French, a language of adjectives and lush description. English, a language that contains far more words than theirs, with double meanings and endless colloquialisms. Many don’t understand the true complexity of operating in a language where you cannot translate word-for-word.
In those moments of student frustration and corresponding contrarian response, I’m no longer speaking to an adult member of society, but to an insecure child, that lashes out with an antagonistic “I know what YOU are, but what am I?” This speaks to my inner child, who hates to be told what to do, is tired of people lording their authority to minimize and patronize me, to diminish my intellect, my language, my heritage.
No, I refuse. It does a disservice not only to myself, but to my student, if I am no longer present. My role is to facilitate, unblock, decode this system, to break it down into sensical, ordered, comfortably logical bits. Not to field proverbial spitballs. So I wait out the emotional hailstorm, extracting linguistic information.
Storm dies down. Move in, execute my grammar lesson, administer study tips and friendly goodbye’s. Deep breath.
If only they knew how often I must become the emotional bouncer, keeping out the riffraff.