2023 - Full Presentation Schedule
The Stigma of Dialect Use in the Modern Classroom and the History of Dialect Variation
Start Date
31-3-2023 2:00 PM
End Date
31-3-2023 2:15 PM
Location
CASB 102 - Education and Learning
Document Type
Presentation
Abstract
When English began to be standardized in the late years of Middle English, social elevation of the standard created a stigmatization of non-standard varieties. Due to this early stigmatization, dialect variation continues to be viewed negatively today, especially in the field of education.
Many educators and linguists have posited that the use of dialect in the classroom creates barriers to learning both the standard language as well as information from other content areas. Research suggests the opposite. There are many students who enter school only speaking in dialect, and while they do eventually pick up on the standard language, this can take many years and these students will likely struggle in obtaining knowledge and understanding what they are being taught.
Often times, dialects can sound like a completely different language, therefore being taught in a dialect that you are not familiar with can lead to misinterpretation of information and create barriers in social-emotional learning. Being instructed in language variants is actually beneficial to the student. This idea of Standard English being better or more correct than dialect variations is outdated and does not have a place in the classroom.
This paper discusses the history of language variation and shifting perspectives on language variants, both in the context of English language development, then presents relevant data regarding dialect-inclusive instruction and its implications in student success.
Keywords: dialect, contrastive analysis, language variation, stigma, standardization, codification, literacy, hypercorrection, code-switching
The Stigma of Dialect Use in the Modern Classroom and the History of Dialect Variation
CASB 102 - Education and Learning
When English began to be standardized in the late years of Middle English, social elevation of the standard created a stigmatization of non-standard varieties. Due to this early stigmatization, dialect variation continues to be viewed negatively today, especially in the field of education.
Many educators and linguists have posited that the use of dialect in the classroom creates barriers to learning both the standard language as well as information from other content areas. Research suggests the opposite. There are many students who enter school only speaking in dialect, and while they do eventually pick up on the standard language, this can take many years and these students will likely struggle in obtaining knowledge and understanding what they are being taught.
Often times, dialects can sound like a completely different language, therefore being taught in a dialect that you are not familiar with can lead to misinterpretation of information and create barriers in social-emotional learning. Being instructed in language variants is actually beneficial to the student. This idea of Standard English being better or more correct than dialect variations is outdated and does not have a place in the classroom.
This paper discusses the history of language variation and shifting perspectives on language variants, both in the context of English language development, then presents relevant data regarding dialect-inclusive instruction and its implications in student success.
Keywords: dialect, contrastive analysis, language variation, stigma, standardization, codification, literacy, hypercorrection, code-switching