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-Use dialectal literature in the classroom.
-Dialectal literature can be used "to test the student's ability to read material closer to their vernacular than the standard English primer."

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"What is the question getting at? What type of question is it? What are the consequences of answering or not answering? The safest port in these storms may appear to be a simple 'I don't know."

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1. Request for proof
(test questions)
Students "have discovered that this is a situation where anything they say may indeed be held against them. One wrong remark added to an acceptable answer may act as disproof, whereas a short but correct answer may be accepted as evidence of a larger body of correct information."

2. Request for display
(Free-form; Tell me everything you know about this)
Teachers want students to begin talking/writing and continue for as long as they can.

3. Rhetorical
The teacher asks a questions with a correct response, but is only using the question as a springboard to talk about whatever they want to.
"Many rhetorical questions of this sort turn out to be forms of entrapment. After a certain number of bad experiences, many students learn not to volunteer answers to riddles, 'come-ons,' or invitations."

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-Have a mandatory force
-There's a strong social compulsion to respond
-It is very difficult to say nothing.
-Students can't object to the teacher asking questions.
-"The student knows that he is under an obligation to answer, if only to say that he does not know."

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-"One of the most common speech events which occurs in school is the asking of questions."
-This is a technique teachers use to get students to talk.
-But this might not be a very good means of getting students to talk.

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-Students who use nonstandard language use will engage different social language/behaviors for school.
-Teachers do not understand these differences and then they "find it necessary to react forcefully."
-"After one or two such confrontations, most students learn to say nothing."

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-There will be resistance from the community when incorporating nonstandard language into the classroom.
-Many adults believe "that the basic vernacular is not suitable for school language, especially for reading and writing."

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"There have been many reports of success in having children read their own words, after the teacher has written down stories told by the children themselves."

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"The most efficient strategy in the teaching of reading is to adjust one's instruction to the sound system of the child learning, rather than vice versa."

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"Teachers of reading must begin to make the fundamental distinction between a mistake in reading and a difference in pronunciation. The number of corrections that can be made in oral reading is limited; since the student's task is to decipher the meaning from the items on the printed page, it seems beside the point to use this occasion to correct his pronunciation."

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"Progress in reading will depend upon changes in the social structure of the classroom as well as improvements in the technical methods of instruction."

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"The principal problem in reading failure is not dialect or grammatical differences but rather a cultural conflict between the vernacular culture and the schoolroom."

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"Such a conclusion is without warrant, for we do not know at present how much of the middle class verbal pattern is functional and contributes to educational success and how much is not and does not."

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"The knowledge of one system inevitably affects the other...Languages and dialects are not so carefully portioned from each other in the speakers' heads that the right hand does not know what the left hand is doing."

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-Speakers do not acquire complete control of both standard English and a nonstandard vernacular
-But they are able to control each one in whatever the situation calls for.

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An important sociolinguistic principle is that "the most consistent and regular linguistic system of a speech community is that of the basic vernacular learned before puberty."

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Teaching/using nonstandard English in the schools

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Teaching/using nonstandard English in the schools

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-"For decades educational leaders have asked teachers to regard the child's nonstandard language as 'another' way of speaking, to recognize it as simply 'different' from school language. BUT teachers find it difficult to adopt this attitude

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-There are no single-style speakers.
-"Every speaker will show some variation in phonological and syntactic rules according to the immediate context in which he is speaking."

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-"Nonstandard English dialects are not radically different systems for standard English but are instead closely related to it."

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The nonstandard language "must be understood because ignorance of it leads to serious conflict between student and teacher."

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Knowledge of the underlying structure of the nonstandard vernacular will allow for the most effective and efficient teaching

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-Students will learn defensive behaviors when standard English is the expectation.
-Students become resistant to the teacher's requests
-Students avoid situations where they will make mistakes and they will be penalized

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Competence must be distinguished from performance

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Important Concepts from Labov's research

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Important Concepts from Labov's research

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-Many believe all students should learn to speak standard English
-Teachers should correct any deviations to standard English

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-Teachers "modeling" is all the method & philosophy that has been required at schools
-Assumption is all teachers speak standard English

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Teaching/use of standard English in schools

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Teaching/use of standard English in schools

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"Almost all Americans recognize an external standard of correct English - that is a standard which is something other than the way they speak themselves

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Many people think "that English should replace the native language of immigrants"...because "it has been assumed that everyone learns the English language in school."

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Considered:
-substandard form of speech
-speakers are careless, lazy, ignorant, sloppy, illogical

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Nonstandard English has been viewed as something that has "to be overcome," rather than studying and understanding it.

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"American education has always been concerned with nonstandard English, but primarily in a negative way.