There is empirically based evidence of teacher bias against black students
Bias can cause students who speak Black English to be though of as less intelligent, when they aren't
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This will occur most readily as educators atall levels strongly promote both intercultural standards and a meaningful approach to"making it" in American society.
Teachers need to make sure to respect others' cultures and dialects and prepare students for the real world by teaching Standard English.
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the mastery of Standard English almost uniformly is a prerequisite toupward mobility
"The mastery of Standard English almost uniformly is a prerequisite to upward mobility" (Solomon & Winsboro par. 5).
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upward mobilityis the fountainhead from which most societal successes flow.
Getting farther in society means that you have to speak the way that other, "dominant" people do.
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speakers of Black English are presented with more obstaclesto success than are speakers of Standard English
"Speakers of Black English are presented with more obstacles to success than are speakers of Standard English" (Solomon & Winsboro par. 4).
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Studies consistently demonstrate that educators manifest a generally negative reaction tothe "less familiar dialect" in favor of Standard English.
Research shows that teachers usually respond more positively to Standard English than Black English, which is a bias in education.
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a realisticchance of success in American society is frequently based on mastery of Standard English.
"A realistic chance of success in American society is frequently based on mastery of Standard English" (Solomon & Winsboro par. 1).
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Meanwhile, we know that our students' linguistic and educational backgrounds continue to expand and thatacquiring English as an additional language and standardized English as an additional dialect can take yearsor a lifetime, not semesters.
Learning standardized English after already learning other languages can take a lot of time, especially for students who didn't learn English as their first language or who learned English later in life.
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standard languageideology as the unquestioned belief system that assigns the written language variety of a privileged group asstandard (and superior) and all others nonstandard
"Standard language ideology... assigns the written language variety of a privileged group as standard (and superior) and all others nonstandard" (Watson par. 14).
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standardized English was historically (and continues to be) modeled after the speech ofprivileged white communities
"Standardized English was historically (and continues to be) modeled after the speech of privileged white communities" (Watson par. 6).
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. And we must further examine how standard language ideology manifestsitself in individuals, classrooms, colleges and universities, and other public spaces
We should change the way standard English is being taught in schools so that it focuses more on diversity.
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Race -- notemployability, not intellect, not educability -- determines stratification in rates of literacy and educationalachievement.
"Race -- not employability, not intellect, not educability -- determines stratification in rates of literacy and educational achievement" (Watson par. 8).
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discourse, especially at the expense of their home languages, discourses, and identities.
Requiring standardized English makes it harder for some people to get education, jobs, and talk to people in conversations and actively telling students to not use their home language at school.
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All dialects are linguistically equal and capable of meeting communicative needs.
"All dialects are linguistically equal and capable of meeting communicative needs" (Watson par. 3).
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- Jul 2026
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Butthe bottom line it underscores is that educators should stop viewing NSEs and the students whospeak them as inferior.
Teachers should stop seeing people who speak NSEs as worse and respect their different dialects instead.
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mith recommends that schools shift from a “monolingual” approach focused solely on SE to a“translingual” approach that focuses on how people communicate across dialects.
Smith says that being translingual in the classroom is better than monolingual because it respects different dialects in school.
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Students who speak an NSE are often seen as less competent and capablefrom their very first days in school, and that’s a problem for everyone – the students, peers,teachers, schools, and society at large. S
Students who speak NSE are looked at as less intelligent from the start, which automatically makes it harder for them in school.
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NSEsare a reflection of culture, not of intelligence or academic potential, she explains.
NSE comes from culture and doesn't decide someone's intelligence. Students shouldn't be judged as less smart because they speak a different dialect according to Patriann Smith.
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Varieties of Non-Standardized English spoken in some communities of color, like African American Vernacular English(which has also been called Ebonics) and Caribbean English Creole, have traditionally been seen asincorrect and inferior, especially by schools and government institutions.
Sometimes schools act as though standard English is the only right type of English, which causes students who speak other dialects to feel inferior.
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“People are really tired ofbeing told that they’re wrong, and tiredof being corrected.
I have definitely experienced this! After enough time, people don't like when you correct their grammar or the way they worded a sentence.
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Three rationale
The three main reasons for using standard English are for good education, a good job, and having everyone be able to talk with each other clearly.
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And so, dear readers, I take theunusual step of inviting you to write inwith your views. After all, you have astake in the issue
The author says that there doesn't have to be one answer to this question and that us readers should be able to have our say in it.
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But let’s consider the other sideRI WKH FRQˌLFW
The other half of the argument says that all dialects and languages are just as good.
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asPHUHO\HFFHQWULFLQKLVKDELWVbbbLVQRmore sensible than adopting the sameattitude to a child who gets the wronganswer to his sums.”
Treating a person poorly because they didn't use proper grammar is like treating a kid badly because they didn't get the right answer on a math equation.
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towards thediffusion of the common language atthe cost of local dialects.
Is losing local dialects worth it so everyone would use just one common one?
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Ifyou speak Standard Mandarin, peoplewill always assume that you went to agood university.
This means that knowing the standard language can actually help someone get a better job, not just speak and write more formally.
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But these views clash with anothercurrent view
The argument about standard English and dialects has been around for a long time.
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“Nonsense,” they collectively said.“Just announce that this class is beingconducted in Standard English, anddemand Standard English.
At fist I was surprised they said this, but it makes sense, because it is what they've been taught their whole lives.
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They can do whatever they wantoutside class,”
The students think that the the classroom is only for standard english and other dialects are supposed to stay outside.
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As children learn Standard English—becoming bidialectal—teachers mustn’tdenigrate whatever dialects are spokenin their homes.
This essay is already starting to sound similar Young's argument! He also argued for keeping the english that people spoke at home.
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