Every student brings into their classes unique linguistic backgrounds which allows for each classroom to shape its own distinct identity. English, as many of us have come to know, is not a uniform language; It is a collection of distinct dialects that has amalgameted into one common tongue (we can thank immigration and colonialism for the many worldly dialects of English we recognise today. Some students and peers will bring to our classrooms a nonstandard dialect of the english language ( African-American English, Asian-American English, Indigenous English dialects, Canadian English etc) which differ in grammar, pronunciation and/or vocabulary from ‘Standard’ English which we use most often in Academia and the professional sphere.

Now it is important that we never erase these dialects from our community but instead embrace them – Language is continuously developing anyhow – and Teachers play a key roll in the validation and support of these distinct linguistic identities while continuouly promoting the development of academic language within the classroom.

What Teachers Need to Know:

  1. Dialectal Variations are NOT an error
    • Nonstandard dialects follow consistent grammatical rules and patterns that are both valid and acceptable. They are just as linguistically rich as Standard English
  2. Linguistic Prejudice (Linguicism) can harm learners both academically and emotionally
    • When we sublty (or not so subtly) correct, mock or devalue a student’s home dialect we risk alienating them and undermining their confidence in their new dialect. It could also reinforce damaging social hieracrchies that do still exhist which are tied to race, class and social/physical geography.

Recognizing and accepting the linguistic diversity students bring to the classroom is crucial to bettering our school community. By understanding that dialectal variations are not errors but expressions of rich linguistic backgrounds, educators can foster inclusive environments that support all students’ academic and emotional well-being, ultamitly bettering our schools in the long run.

What Might You Obsesrve?

In your classroom, you might notice students:

  • Code-Switching: the quick switch back and forth between dialects depending on who they’re talking to.
  • Using nonstandard grammar or vocabulary in oral responses or informal writing.
  • Feeling hesitant to speak up in academic settings – Anxiety is real, and we are in the times of the anxious generation, it can be hard for many of our kiddos to speak up.
  • Writing in ways that reflect their spoken dialect.
  • Seeming confused or frustrated when their language use is corrected, especially if they weren’t aware their dialect differs from Standard English.
  • Struggling with reading comprehension—not due to ability, but because the text uses unfamiliar dialects or vocabulary structures that differ from their home language. This could also be a slower reading pace than what is ‘typical’.

Students may also exhibit differences in their academic writing abilities and spoken fluency, not because they are “behind,” but rather because they are simultaneously navigating several language/dialect systems. Bilingualism or bidialecticism is a cognitive skill that these students frequently possess, but it might not be acknowledged without careful, knowledgeable instruction.

How Should We Teachers Respond?

Affirm identity: Encourage students to see their home language or dialect as a source of strength and pride. Validate their ways of speaking as part of who they are by minimizing our critisims and corrections of another dialect.

Teach code-switching with care: Teach pupils that different registers are used for different purposes—not because one is superior, but because different situations call for different instruments!

Model inclusive language practices: Refrain from saying one version is “correct” and another is “wrong.” Instead, use terms like “formal,” “academic,” “home,” or “community” language to describe context-based differences. This subtle change in language shows students that we recognise their home language as being valid and valued.

Incorporate diverse voices: Bring in speakers of different English dialects, literature, and films. This demonstrates to kids that assimilation is not necessary for success and helps normalise language variance.

Language is Power

The way we speak tells stories of who we are, where we come from, and what communities we belong to. By honoring all our students’ dialects, we are also honoring their histories, families, and futures. Academic English is a valuable tool, for sure I wont deny that, but it is just one of many skills our students will need to learn in the classroom. Our job is not to replace a student’s home language, but to add to their linguistic toolkit. In doing so, we expand their power and agency, not shrink it.

Suggested Links to Further Your Inquisivity: