I am very excited about three new posters that will be up in the Office of Graduate Studies soon on the walls right outside my office, and right by my extensive reading library.
1. The first is “Mother Tongues and Queens: The World’s Language Capital,” created by the Endangered Language Alliance for use in the book Non-stop Metropolis: A New York City Atlas by Rebecca Solnit and Joshua Jelly-Schapiro. The map explains that the Borough of Queens (where St. John’s University is of course located) is not only the most linguistically diverse borough in NYC, but the most linguistically diverse place on the planet! It can tell you where to find the largest concentrations of speakers of Farsi, Mongolian, Greek, Uzbek, Thai, etc. in Queens. And it also includes great tidbits such as “Riker’s Island, one of the world’s largest jails, holds new languages created by gangs to evade the authorities.” Not only a stimulating resource, but a welcoming symbol to all of our non-native English speaking students who come to St. John’s Law School.
2. The second is Pop Chart Lab’s “Pop Culture Primer on Parts of Speech.” And while I appreciate all the entries, I think my favorite entry is under “Nouns” where it shows the categories of Common and Proper and has a picture of the celebrity whose name happens to be Common under both categories, listing him as “rapper” as an example of a common noun, and also as “Common” as an example of a proper noun.
3. The second is Pop Chart Lab’s “A Diagrammatical Dissertation on Opening Lines of Notable Novels.” “From Cervantes to Faulkner to Pynchon, each sentence has been painstakingly curated and diagrammed by PCL’s research team, parsing classical prose by parts of speech and offering a partitioned, color-coded picto-grammatical representation of some of the most famous first words in literary history.”
I appreciate the language and graphic design of all three posters on a personal level and also like that they communicate the significance of language in the context of the legal environment, where language literally is power.
But my real hope is that students, when waiting in our office or in need of distraction, will engage with the language-related content in ways that are helpful to their own language development. In that regard, it can serve as a passive, non-threatening way to spark language-related interactions and conversations, especially with students who might otherwise feel reluctant to identify themselves as wanting language support. Because after all, sparking conversations is one of the main purposes of art.