English Language Dialects in Multicultural Education

Quite often when I travel to a new destination whether it be in the United States, or an entirely new country, the English language alone has several different dialects. Focusing on the United States only, “there are more than two dozen dialects of English, from the Y’at in New Orleans to urban African-American in Detroit, to Boston Brahmin, according to the Washington-based Center for Applied Linguistics” (Sparks).

These two dozen dialects are only in the English language. They simply consist of different accents, tones, and phrases. Several times over the decades, the idea of introducing multiculturalism, as well as acceptance of different dialects has been introduced. “Multiculturalism? ‘We did that back in the 80’s’” (Banks), meaning that acceptance of dialects and multiculturalism has always been a topic of discussion. The beginning of the 1990’s began “a movement toward greater accountability in education gained momentum, leading to the development of articulated standards...with specific outcomes – what students can demonstrate they know and are able to do” (Wood).

The largest issue today pertaining to dialect is the conflict with education and English standards. With this, different issues began to arise in within education. “In 1997, the Oakland, Calif., school board touched off a racially charged national debate when it ruled the dialects known as African-American Vernacular English (also called “Ebonics”) what linguistically distinct and urged teachers to help students who used the dialect understand how it differed from ‘mainstream English’” (Sparks), which stirred controversy over equality, and the importance of dialects in education.

There are a few reasons why this issue is important. First, the foundation of the United states is based on multiculturalism. And with multiculturalism comes diversity as well as equality among all. The welcomed diversity allowed for growth within the country. Additionally, there are several subcultures which every person grows up in where they live. Breaking down the different dialects as soon as a student enters school breaks down the different subcultures which are important. The issue of dialect in education extends to the inclusion and recognition of AAVE words, as understanding and appreciating linguistic diversity is essential for fostering an inclusive learning environment.

A solution to this problem would be to encourage both the learning standard English dialect as well as a student's native dialect. Students are often scrutinized for writing or speaking with improper English, which breaks down who they are as a student. Rather than breaking down a student, teachers should develop a plan. Certain assignments should be allowed to be completed in any dialect they wish, and others must be done in the standard dialect. Though this, a student will not feel inadequate or inferior to others, and they will grow in confidence.

The implementation of this solution would begin at the start of the route to becoming a teacher. Teachers should be trained and taught by their professors and work together with their peers, to create a balance between a native dialect, as well as the standard dialect. The next step would be finding and hiring teachers, who can work at a school, because they are familiar with the local dialect. Following hiring teachers, the school and teachers must work together to create a plan where the two dialects can be balanced.

A similar implementation of this plan has come into existence already. Aided by a $1.5 million grant “University of Michigan researchers Ms. Craige and Stephen Schilling created a curriculum and a series of early-reader books that portray dialect and academic English as useful in different situations” (Sparks). The development of this plan at University of Michigan is teaching students to switch between their dialects fluently.

They also worked to achieve the goal where students could recognize where to use each dialect. In a professional situation such as an interview, they used the standard English dialect. When communicating to their fellow community members and conveying messages to each other, they used their own dialects. As time progressed “nearly 15 years later...rising proportions of both native and non-native English-learners, interventions to help students navigate among different strains of language may have a new opportunity to gain traction” (Sparks). Although this plan is not the exact same, as proposed, the one implemented has shown to create a different atmosphere for students and allow success.

Allowing for students to freely speak in their only dialect while also learning the standard English dialect, will allow for a student to feel more at home with themselves. Not only that, preserving a student’s native dialect, preserves the culture and history of the united states as well. These different dialects throughout the country create diversity and depth, as well as individualism. Which is important not only to the student, but to the community.

Additionally, sustaining a student’s natural dialect could prove beneficial because this dialect would be used to the student’s advantage in the future. Cheech Marvin found his career by following his root, “Chicano English in providing the voice for Ramone, the talking 1959 Chevy Impala low-riders in Pixar’s ‘Cars’” (Becerra). Teaching the standard dialect alongside a student's natural dialect rather than replacing it, will open numerous doors for a student in the future. If teachers were to teach and only allow the use of standard English dialect in classrooms, eventually students would lose their original dialect. For Cheech Marvin, he found that he created a career from the uniqueness of his own dialect. If he were to have lost this through the course of education, he would not have the start of his career in Pixar's “Cars’.

Controversy is raised about whether this solution would work, or if it is simply a scape goat for teachers. Various approaches similar to my plan have been taken and “educators are left with the task of reconciling such differences and designing curriculum and assessments that reflect their highest priorities” (Wood). This excerpt from Wood’s article, speaks about how teachers are used to their own curriculums. People most commonly work with what they know and prefer to go with the majority. Branching out away from the majority, provides an entirely different task for teachers. However, as stated in “Students Learn to ‘Toggle’ Between Dialects”, Sarah Sparks states “longitudinal studies have found that about 60 percent of students who enter school speaking a nonstandard from of English eventually learn academic language, but it usually takes three to four years.

Students who learn to ‘code-switch’ early show better academic achievement by the end of elementary school than those who take longer to do so” (Sparks). Changing the curriculums for students to be able to freely use both forms of dialect, can prove beneficial. Overcoming the barrier of straying away from what teachers know and being left with reconciliation will allow for students to take the next step forward.

Another concern which could be posed, would be a student from another area, with a different dialect coming to a school which speaks with a different dialect. This is an example of the usage of the standard English dialect. When students cannot communicate among one another in their own dialects, they can speak with the standard dialect. That is the purpose, a universal dialect among all English-speaking countries. Communication amongst one another, while saving our diversity.

The expansion and acceptance of native dialects should be widely encouraged throughout all aspects of life. Starting from 1776 through today, diversity is the key on which this country is built. However, the implementations must expand as well. No longer should only schools allow and accept a student's native dialect. Places of work must accept and encourage this as well. Companies look for those who are educated, and one of the tell-tail signs, is a person who speaks with the standard dialect. From this the stigma was born, if a person does not speak the standard dialect, a person is uneducated. This stereotype and stigma should be eliminated, in order for society to progress. Acceptance of natural dialects would be the next step in a professional environment. Additionally, initiating this plan in all other countries which speak the English language as their primary language, should implement this plan. Within other countries as well they each have their own dialects. Communication between an American and a Brit, is not always as straight forward as one would think. There are limitations due to the different dialects. This is the importance of having a standard English dialect, where all can communicate freely, and without complications. However, this will also allow for those around the world to remain with their original dialects and identities.

Rather than working to break down the dialects and culture of the country, they should be built up and encouraged. Training students from the start of their education, will allow for greater success in the future. Several students when they enter school with their native dialects, are expected to immediately speak and write with the standard English dialect. As a result, students feel dumbed down, and unable to complete the tasks the teachers ask of them. They are stripped of their identities as well. Initiating a plan where students are allowed and encouraged to use both dialects will not only provide a better environment for a student, but a path to success in the future. as well.