These students learned negative views of Black Language even when they themselves spoke it, with the result that these students internalized negative views of Black people. For example, even when they themselves were academically successful Black Language speakers, they thought of Black Language speakers as uneducated, unsuccessful “thugs,” and they thought of users of White Mainstream English as successful and together (find page). Baker-Bell’s point is that in learning to look down on their own Black Language, these students had learned to look down on themselves and other Black people.

Primed to think that those who use “perfect English” are more valuable and worthy of attention, the hospital staff didn't take that extra time to actually listen and care about what Tan’s mother was experiencing, so they treated her rudely. So if college English teachers in the United States want to prepare their students to be effective in communicating in their workplaces, they should teach students that being good at English isn't just about being "on send” and using so-called “proper” or “good” English. It's about listening and being able to understand and appreciate different English varieties no matter what job you’re doing

The first dimension is human beings’ relation with the natural world. The Western culture seems to place value on mastery, while Eastern culture emphasizes harmony. Chinese traditional culture views harmony as the ultimate goal of human kind (i.e., “Tian Ren He Yi,” or “The great harmony between human and the nature.”). The second dimension within the value system is the relationship among people. While the Western culture is characterized by individualism, Chinese traditional culture is typified as collectivism. In the collectivistic culture such as Chinese, individual is less valued than a perceived collective interest. The third dimension within the value system is the perceived importance among various activities conducted by human beings. This dimension reflects the priority of activities. The Western culture places priority on thinking and then doing, whereas Chinese traditional culture emphasizes on being and doing. The fourth value dimension is the basis of moral standard. Western culture tends to use reasoning as a tool in making moral judgments (Kohlberg, 1969) and is concerned with different levels of judgment: good, right, and ought. Thus, Western moral standard leans toward fairness and duty while Chinese culture tends to use sympathy and self-control as the moral standard. The fifth dimension in a value system is the priority along time and it directs our main concerns and energy along the nature-time framework. Western culture tends to be future oriented and the traditional Chinese culture emphasizes on present mode in decision-making process. The sixth dimension of a belief system is concerned about the ideal destination of human beings. Western culture emphasizes individual rights and freedom and views fully developed individuals as the ultimate goal. Chinese traditional culture places the harmony among human beings and the nature as the ultimate goal. Thus a harmonized society is viewed as much more important than an individual’s right or growth in Chinese society. Western culture seeks fully developed human potential with an active, individualistic approach. Chinese Traditional Beliefs