English Language Variety and Dialects Learning Page for Teachers by Care Russell

Instructions for Teacher Extra-Curricular Learning

crussell156 — 2025-07-27 18:18:10 UTC

This Padlet Webpage is for educators in School District 22 (Vernon).

Explore each of these padlets to raise your awareness as an educator about dialectal differences among students!

Explore what you as a teacher need to know, understand, and do to respectfully work with your students who speak a nonstandard dialect of English. There are definitions, teacher tips, quotes, video clips, articles, podcasts, blogs, and resources for you to explore and learn from to achieve the knowledge and understanding that you can then take into your classrooms and work on with your students. To get started, begin by looking at the definitions that will be useful for you to know, then the teacher tips to know, understand and consider doing to work with your students before you move on to the other resources.
Since language is wrapped up with identity and one dialect of English is NOT better than another, ask yourself what you observe in the way your students are using language and how you can respectfully help them in school to connect spoken English to written English.

When you are approaching your work with students, you should take the time to learn about them, build connections, be aware of any biases that you might have about dialect differences and be open to change them to be curious about language and the ways that it connects to your students and their dialectal communities. This webpage includes a podcast where you can question your unconscious biases and the teacher tips section offers tips for success when working with your students to be successful in the school learning environment while also honouring their home and community English language dialectal differences that make up a big part of their personal identity.

Be curious. Are your students producing sounds differently that might affect how they recognize written text? For example, are they saying /d/ instead of /th/ at the beginning of /th/ spelled words so "this" is said "dis"? Or, are they clipping off the last sound at the ends of words like "gold" is spoken "gol" or "jumping" is said "jumpin" or "with" is "wit" or the past tense "-ed" is left off verbs? Do they form sentences differently and have grammatical structures that differ from the standard English used in BC? For example, "This __ my red car" (Washington & Seidenberg 2021, 5). Or, in their culture does "silence" and lack of "eye-contact" mean respect to someone older than them (Blundon 2016)? These are all things that teachers should become aware of with their students who speak what is considered a nonstandard dialect at home.
Take time to learn about your students and the community you serve. The more knowledgeable you are about dialectical differences, and the better you know your students, the better you can serve them.

Be patient, observant, nonjudgmental, and kind as you learn. Model standard BC school English in ways that support learning that do not belittle students' home dialect.

Build connections and don't over-correct. The message and willingness to participate is more important than whether the students are communicating using their home dialect of English or standard BC school English.
Think about the ways that you can help empower students' language and literacy development by creating a language-rich classroom; by having and using diverse resources, and using visuals when possible, supplying information in written form that mirrors important information that is given in spoken English.

Having examples and scaffolds, and using resources and techniques that also help second language learners, will also help students who speak nonstandard forms of English.

Other ways to help empower your students learning include having audiobooks with corresponding texts available; working with texts that show language use in different ways; and having read aloud story books that the children can see themselves in.

When you do notice a rich language learning possibility, to help students thrive in the school learning environment, have small-group and whole-class mini-language instruction lessons and activities when needed. If one student is doing something with language, it is most likely not just that one student who is doing that something, so take some time with your students when those moments arise. All students will benefit from learning about language and each other.

In the article, "Creating Inclusive Classrooms for Students Who Speak Varieties of English," Dr. Julie Washington (2022) clearly lays out steps that teachers can take to help their students:

Step 1: "Increase knowledge of language variation. Get to know the kids, the families, and the communities they come from. Learn what language variations they use, how they differ from the classroom dialect, and figure out how to differentiate for them."
Step 2: "Respond constructively to the use of community language in the classroom. Don’t make students feel bad about the way they talk and constantly correct them. Help them learn how to access the school materials while also allowing them to express themselves in their native dialects."
Step 3: "Use culturally responsive materials. The people in the materials should look and live like the kids in front of you. Kids think something is wrong with them because the books never reflect them or talk about their experiences. When they can recognize themselves in the images and situations discussed in the text, they feel valued and become more invested in their education."
Step 4: "Acknowledge the impact of being bidialectal.
Don’t eliminate their community system, but extend their knowledge to include the school system. The students’ home languages are a strength, but if we take them away at school, then we remove their strength."
Step 5: Give more time.
"Kids need more time to practice reading—not instructional time, but just time to read. They need more exposure and more access to books so they can make the connections to extend what they know to what we want them to know."
Remember, language is fun and we can learn from each other. Your attitude sets the atmosphere of the learning environment. If you want the students to continue to feel proud about who they are and you strive to provide scaffolds, respect diversity, and create language rich learning possibilities to invite your students to build on what they already know, the students will feel your intention and model your enthusiasm. Authenticity is empowering and being allowed to be one's self is important. Find what makes your students light up and they will shine. Keep your expectations high and have fun learning along with them.

English is spoken in various places around the world. The variety of English, dialect, is different depending on where in the world it is spoken, which community it is spoken in, where someone grew up, and what other languages are around that influence the dialect.

crussell156 — 2025-07-27 18:18:10 UTC

There is no one version that is better than another, they are just different. In school, students may be introduced to a different version, dialect, of English than they speak at home or in their communities. Our job as educators is to be knowledgeable, observant, and respectful of the riches of language and background knowledge that students bring into our classrooms and find ways to support their learning in school by still remaining respectful of who they are and the form of English they grew up speaking and continue to speak at home and in their communities.

Map Source: "The English Speaking World". (n.d.). English is Fun: CMC's English teachers' site, Edublogs, https://englishisfun97133.edublogs.org/files/2014/11/MAPS-The-English-Speaking-World.pdf-241wqf4.pdf.

Article: "Five things people get wrong about standard English"

crussell156 — 2025-07-27 18:18:10 UTC

There are very many variations of English and several different standard forms around the world. According to Hollmann in this article, "Standard English is best characterized as the most prestigious dialect in those countries where it is spoken as a first language. It is highly codified in grammar books and dictionaries and used in formal writing... tied to... the upper segment of the social scale... [and much] like other dialects... it continues to change" (Hollmann, Willem. (2021, October 8). "Five things people get wrong about standard English". The Conversation, https://theconversation.com/five-things-people-get-wrong-about-standard-english-168969).

Video clip: What is sociolinguistics?

crussell156 — 2025-07-27 18:18:10 UTC

Everyone has an accent. Social factors and where a family comes from, and what other languages they speak, can influence how language is used and the variety of English that is used. Instead of judging students' version of English, be curious and educate yourself

Source: "Sociolinguistics: Crash Course Linguistics #7". (2020, October 23) CrashCourse, https://www.youtube.com/watch?v=of4XzrbkknM&t=1s.

Video clip: What Makes a Language a Language?

crussell156 — 2025-07-27 18:18:10 UTC

Discover what the difference is between a language and a dialect and the history of standardized languages

Source: Hilpert, Martin. (2021, September 9). "What makes a language... a language". TED-Ed, https://www.youtube.com/watch?v=_Z_FOtfKyfo&t=18s).

Article about Language Registers

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We speak in different ways and about different topics, using different vocabulary, and expressions depending on who we are talking to, what our purpose is and where we are. For example, we speak differently to our friends at a hockey game than we talk at home with our Mom, at a job interview, or at school to teachers, with our elders and with our boss at work. This article helps teachers realize that each different way, register, we use has a place, a time, and a purpose. As educators, being aware of this can help us teach and remind students, in kind understanding ways, that there are different times, places, and people in our lives that we talk to in different ways using different vocabulary and expressions. Bringing that awareness to ourselves and our students helps us better understand the moments of why and when we practice school academic and different formal registers in a more understanding way.

Source: Herrmann, Erick. (2015, November 18). "Language register: What is it and why does it matter in education?" Multi-briefs powered by Multiview, https://exclusive.multibriefs.com/content/language-register-what-is-it-and-why-does-it-matter/education.

Article: "Non-Standard Dialect and Educational Achievement: Potential Implications for First Nations Students"

crussell156 — 2025-07-27 18:18:10 UTC

In this article Blundon (2016) talks about the struggles that students can face in classrooms when students speak a different variety of English than the one of instruction at school. The variety of English one speaks will affect their decoding, spelling, and grammar, and the learner will face challenges in those, if their dialect differs from the one used in school. The students can have "Differences in pronunciation, grammar, vocabulary, and language use" than the version of English at school and our perspectives as teachers, how we choose to assess our students, and our awareness, our words and actions, and our attitude can either make a positive or negative impact on students' success. It also can affect how students view themselves and the different varieties of English that they speak at home and the one they are being asked to communicate in, in reading and writing at school.

Blundon's writes statements that the "First Nations Englishes forum... were concerned that a non-First Nations person might mistakenly think that the child was not listening if they were not aware of this pragmatic feature of their nonstandard dialect [of not making eye contact when listening to an authority]" (225) and that "Differences in the cultural expectations concerning questioning may cause misunderstandings and resultant difficulties at school" and "If a teacher is unaware of a student's use of silence [as being a form of respect or another feature of the student's culture], then the teacher might assume that the child has not understood or has nothing to say to contribute to the discussion" (224). From making these statements, one can assume that Blundon is saying that teachers should learn these differences in culture of the students they teach so that there is not as many misunderstandings, like the above statements bring forward. Teachers need to be aware of the students and the community that they are serving so they can be respectful of differences and help their students achieve success at school while also honouring and celebrating who the students are and valuing where they come from, including the cultures, languages and dialects they speak. Knowledge can help everyone, both students and teachers.

Source: Blundon, Patricia Hart. (2016). "Nonstandard Dialect and Educational Achievement: Potential Implications for First Nations Students". Canadian Journal of Speech-Language Pathology and Audiology, Vol 40 (3), https://www.cjslpa.ca/files/2016_CJSLPA_Vol_40/No_03/CJSLPA_2016_Vol_40_No_3_Blundon_218-231.pdf).

Podcast: "Linguistic Variety and Dialects: Difference, not error..."

crussell156 — 2025-07-27 18:18:10 UTC

In this podcast, Dr. Julie Washington "offers practical advice for educators teaching reading to children who don't use general American English and discusses how to do so in a way that respects students' community languages and dialects. She reminds educators that students rise or fall to the expectations set for them, and encourages educators to remember that if they embrace language variety as something that needs to be understood and incorporated into developing successful reading, they will develop successful readers"

Source: Washington, Dr. Julie & podcast host Lambert, Susan. (2021, October 5). "The Podcast S4-O7 Linguistic Variety and Dialects: Difference, not error with Dr. Julie Washington" Science of Reading, https://podcasts.apple.com/us/podcast/s4-07-linguistic-variety-and-dialects-difference-not/id1483513974?i=1000537698380).

Book suggestion: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad

crussell156 — 2025-07-27 18:18:10 UTC

How we view and teach our students makes a difference. The author Dr. Gholdy Muhammad asks us to reflect on ourselves and our teaching. In this book, she uses what she calls a "Historically Responsive Literacy Framework" that "promotes four learning goals-or pursuits [to help us work with all our students and provide them with rich opportunities, and academic success. These are]:
• Identity development; defining self; making sense of one's values and beliefs
• Skill development; developing proficiencies through reading and writing meaningful content
• Intellectual development; gaining knowledge and becoming smarter
• Criticality; developing the ability to read texts to understand power, authority, and oppression."

To learn more, check out the book at Scholastic Books.

Source: Muhammad, Gholdy. (2020). Cultivating Genius: A Four-Layered Framework for Culturally and Historically Responsive Literacy. Scholastic Books, https://education.scholastic.ca/en/9781338594898-edu-ca.html.

Website: Our local "nsyilxcən Language"

crussell156 — 2025-07-27 18:18:10 UTC

Learn about the First Nation Language in our school district whose land you work, play, and live on to better understand language influences on English words and structures. *Remembering that not all First Nations children speak their First Nations language or belong to the same groups of First Nations people in the schools in our district. Each person has their own language, background knowledge, and cultural stories.

Source: "nsyilxcən Language". (2017). Okanagan Nation Alliance, https://syilx.org/about-us/syilx-nation/nsyilxen-language/

Another resource is the Okanagan Syilx Resource Guide: https://guides.library.ubc.ca/OkanaganSyilxResearchGuide/Language

Definitions to be aware of:

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Dialect: "a regional variety of language distinguished by features of vocabulary, grammar, and pronunciation from other regional varieties and constituting together with them a single language" Some examples of English dialects are Canadian English, Australian English, American English, African American English, British English, and Indian English.

Dr. Julie Washington (2022) reminds us that "dialects are not accents—although an accent can be paired with a dialect—and they are not a bad reproduction of the... [standard] language" used in academic settings.

Adapted from Washington's article (2022), we can say that "Everyone in... [Canada] speaks a dialect-not a different language, but a variation of... [Canadian] English. Yet when children come to school, the expectation is that they will automatically understand that they need to read, write, and speak in the academic English of the classroom."

Teachers need to know that, if a student's dialect is denser and farther from the "standard" version taught in BC schools, the student will "need to translate between their [home (community)] dialect and academic speech [and that can cause] students to fall behind in reading and writing. They have a significantly bigger cognitive load because of the mismatch between the home and school language systems, which often leads to an increase in the achievement gap as the students don’t get the time and assistance they need to understand the mismatch” unless you as an educator chose to help those students that need it, to bridge the gap (Washington 2022).

Academic: "of, relating to, or associated with... a school especially of higher learning... courses of study... conforming to the traditions or rules of a school." Therefore, when we talk about academic English, we are referring to the language that the teachers are speaking to their students to communicate at school to help support them being successful in communicating in academic settings, reading and understanding texts, writing exams and assessments, and writing formally. It is also closely linked with the standard.

Standard English: "the English that with respect to spelling, grammar, pronunciation, and vocabulary is substantially uniform though not devoid of regional differences, that is well established by usage in the formal and informal speech and writing of the educated, and that is widely recognized as acceptable wherever English is spoken and understood."

The author of "Russ on Reading..." (2018) adds that Standard English is considered standard... because of money and power, not because it is inherently superior to other dialects. Those in power make the rules" (2).

Some linguists, speech pathologists, and educators are not comfortable using the term "standard" because they feel that it implies that the standard is superior to nonstandard forms. Dr. Julie Washington (2021) is one of those persons, a professor and speech-language pathologist, that wants educators to be aware that linguistic variety and dialects are different from each other, not better or worse and definitely not considered as errors (Science of Reading S4-07 podcast).

Nonstandard English: refers to English that is different from the standard English version used in school. Many students come to school speaking nonstandard versions of English that they speak at home and in their communities. There are many varieties of English that have "distinguishing features of vocabulary, grammar, and pronunciation" from different regions and communities.

Code switching: "the practice of alternating between two or more languages or varieties of language in conversation" (Oxford Languages), For example, in the French Immersion school, we switch between English and French but some students who have come from other places where English is also spoken, are switching from their form of English to a Canadian standard form of English and will become able to switch back and forth between the two varieties, the two dialects, of English.

Bidialectal: speaking two dialects. Usually one is considered a nonstandard form spoken at home and in a community of speakers, and the other is considered standard which is learned at school, heard on TV, and found in more formal academic settings and writing.

Linguistic Discrimination: "linguistic discrimination is when individuals are mistreated and/or devalued based on their language use. Victims of such discrimination may use dialects such as African American Vernacular English (AAVE) or speak home languages like Spanish, Mandarin, and Arabic (among countless others). Such usages are often characterized as inferior to dominant languages and speakers and writers may be made to feel inferior based on their use of a non-standard dialect. These acts may occur in many public spaces, including schools, colleges, and the workplace" (Bell 2025).

Dialect density: "Dialect occurs on a continuum from low to high use. For example, children for whom dialect influences less than 10 percent of their oral language use are said to have low dialect density; those for whom dialect influences 50 percent or more of their oral language have high dialect density. Differences in density impact reading and writing in important ways. The higher the dialect density, the further the child's speech is from the language used in reading and writing... Linguistic difference influences how much instruction and practice a child is likely to need to bridge the difference between oral language at home, oral language spoken by the teacher, and the written language of books and other texts" (Washington & Seidenberg 2021, 6).

Source: Unless otherwise listed, all other definitions came from "Student Dictionary for Kids". (2025). Merriam-Webster, incorporated, https://www.merriam-webster.com/kids

Quote to think about:

crussell156 — 2025-07-27 20:22:48 UTC

“Educating yourself as a teacher and recognizing where there is variety and difference and not error is critical for how you'll respond to it.” —Dr. Julie Washington

Quote to think about:

crussell156 — 2025-07-27 20:36:47 UTC

“Teachers need to know about the language variety that their students are speaking.”

−Dr. Julie Washington

Video clip: Voice for creating classroom libraries that contain diverse books and authors.

crussell156 — 2025-07-27 21:23:24 UTC

In our classroom libraries and in our teaching, we need to offer more diverse books so students can see themselves and others in text and know the value in diversity. Picture books written by different authors of English from different communities and different parts of the world could be a way to introduce different ways English is used.

In this video clip, "Rudine Sims Bishop uses 'Mirrors, Windows and Sliding Glass Doors' as an analogy to discuss the importance of diversity in books and the authors who write them. We need books in which children can see reflections of themselves – but also look through and see other worlds."

Source: Bishop, Rudine Sims. (2015. January 30). "Mirrors, Windows and Sliding Glass Doors". Reading Rockets, https://www.youtube.com/watch?v=_AAu58SNSyc&t=93s.

Video clip: "What are the challenges of learning to read in a different dialect?"

crussell156 — 2025-07-27 21:39:52 UTC

Children who speak a dialect of English that is quite different from the English that is spoken and used at school can be similar in their challenges of learning to read to Second Language Students and could benefit from some of the same language activities and language supports.

In this video clip, "Dr. Seidenberg talks about the challenges of learning to read in a different dialect."

Source: Seidenberg, Dr. (2019. August 26). "What are the challenges of learning to reading in a different dialect?". Reading Rockets, https://www.youtube.com/watch?v=X9XhMXBq2Pk.

Blog post article: "Why Teachers Must Respect Non-Standard English"

crussell156 — 2025-07-27 21:57:49 UTC

In the article, Russ (2018) reminds us that different dialects are rich with their "own rules of grammar and pronunciation". As teachers, we need to help students while being respectful of them.

Source: "Russ on Reading: Why Teachers Must Respect Non-Standard English". (2018. May 6). Blogger, https://russonreading.blogspot.com/2018/05/why-teachers-must-respect-non-standard.html.

Teacher Tips to know, understand, and consider doing:

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"We need to model correct usage [of Canadian BC academic standard school English] without pejorative judgement about correctness." For example, if the child says "He be running in the hall" (a dialectal form of African American English), we don't tell him his English is wrong because it is not wrong, it is just another dialect therefore, to help him with the form of English that is used in BC schools, we could model and respond "Oh, yes, he is always running in the hall." That way shows the child standard school English without discouraging the child or belittling the English dialect that he speaks at home or in his community ("Russ on Reading...," 2018, 3).
Know that some students might not be able "to hear the difference between the standard and the variety" so you might have to "systematically (teach) the points of contrast between the home variety and the standard" and teach codeswitching and "when to use what variety of language" (Blundon 2016, 226-227).
Understand that like with second language learners, it is helpful to students to be provided with "full-form models of classroom language [in full complete sentences]". For example if an African American English speaking child says, "This my backpack." We can cheerfully respond, "Yes, this IS your backpack. Let's put it away" (Washington & Seidenburg 2021, 18).
Know that like Second Language Learners, some (but not all) students who speak a different dialect of English need "specific code switching instruction in standard structures, along the lines of ESL instruction... [when introducing] "new concepts and vocabulary by building on student background knowledge, guided oral interaction, explicit instruction in standard structures, contextualized instruction which takes something from students everyday lives and builds knowledge of standard dialect, and modeling that includes lots of use of visual aids, graphic organizers, and visuals" ("Russ on Reading...," 2018, 3).
Teachers need to be aware of the students and the community that they are serving so they can be respectful of differences and help their students achieve success at school while also honouring and celebrating who the students are and valuing where they come from, including the cultures, languages and dialects they speak. Knowledge can help everyone, both students and teachers (Blundon 2016).
One of the things we need to do is "Sort out the difference between dialect and disorder": Be careful when assessing that you are not just "assessing differences due to nonstandard dialect as errors." Know that "Students who speak a nonstandard dialect may be at a disadvantage if they are assessed with tests standardized on students who speak the standard." Use child-centered approaches. "To overcome cultural bias, researchers and scholars recommend the use of language sampling as an authentic way to assess language [and] suggest modifying tests, taking the features of the nonstandard dialect into consideration... [as well as] combining standardized assessment with other types of assessment, such as child centred approaches that take into consideration the child's language in different contexts and culture" (Blundon 2016, 225-226).
Be informed, learn more, and be careful of unconscious biases and views: Students "may be perceived as being less intelligent or as having a language delay. They many be marginalized because of the misdiagnosis, and receive a lesser quality of education as a result" (Blundon 2016, 225-226).
Expose students to language. Read books aloud to students. It can "provide a vehicle for introducing linguistic expressions and aspects of the world beyond their immediate experiences. The language in books for children includes vocabulary and grammatical constructions that differ from those in everyday speech, and thus are not available anywhere else except books" (Washington & Seidenberg 2021, 12).
Keep dialect journals with your students so that all members to your classroom can better curiously compare and positively learn from each other. Finding understanding, making connections, and having relevant real-to-life examples in language is important. Language is rich and learning different ways of expressing ourselves in different situations can be fun.
"Send children home with conversation starters" but always practice at school first for success before sending anything home (Washington & Seidenburg 2021, 13).
Have books available that are paired with audiobooks (Washington & Seidenburg 2021, 13).
For spelling words, record yourself saying the words followed with a sentence that uses each word. Make it accessible for home use by putting it on your Google classroom.
Master the pause and give students some time to respond because like second language learners, it can take more attention, energy, and effort for different English dialect speakers and "translating between the two [dialects: their home and our school] involves extra effort... A single spelling now corresponds to two pronunciations" for some speakers (Washington & Seidenburg 2021, 15).
Remember that "learning the correspondences between the spelling of words and their pronunciations is an important step in learning to read" (Washington & Seidenburg 2021, 15).
Provide in writing any important information presented orally and whenever possible, provide visual supports (Washington & Seidenburg 2021, 17).
When "discussing non-standard forms [do so] non-judgmentally [because that] may help many children and parents feel less intimidated in and around school." Do not label another variety of English that is different from the English used in BC schools "as wrong but simply as a different dialect" (Hollmann 2021, 2).
Remember that the message and willingness to share is more important than the dialect that the message is being expressed in and that we want our students to feel safe to express themselves and share their ideas. We can learn from them. The connections we build with our students are important and make learning together possible.

Article and songs: "Finding Kinship between two tongues: An interview with Francis Bapiste"

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Language has a personal connection for each us, and is a part of our identity, whether it is a dialect of English or another language like nsyilxcən, a First Nations language in the Okanagan.

Since we work in this district and live in the Okanagan, we should educate ourselves about the culture and issues that some of our students can relate with in our area.

Source: Bettens, Cierra. (2022, July 20). "Finding Kinship Between Two Tongues: An Interview with Francis Baptiste". New Feeling, https://newfeeling.ca/2022/07/20/finding-kinship-between-two-tongues-an-interview-with-francis-baptiste/

Quote to think about:

crussell156 — 2025-07-28 00:01:22 UTC

“Language is a social tool, a marker of identity, an expression of our ideologies, and a reminder of the communities we live in. Thus, language is intimately tied to our lives and our cultures.”

−Linguistics for Language Teachers: Lessons for Classroom Practice (2020), Sunny Park-Johnson and Sarah Shin (p. 115)

Article: "Teaching Reading to African American Children: When Home and School Language Differ"

crussell156 — 2025-07-28 01:12:19 UTC

In the article, Washington & Seidenberg (2021) provide six recommendations for teaching that can be applied to not just teaching of African American English speaking students but also of other students who speak other dialects of English different from the one being used in BC schools. The six recommendations include: "1. Expand teacher's knowledge of language variation; 2. Expand children's knowledge of language and the world prior to school entry; 3. Use classroom materials and practices that are effective with... [the dialect of English that your students speak]; 4. Provide enough time on task; 5. Respond constructively to [other varieties of English]; and 6. Recognize the impact of bidialectal experience on comprehending and producing language" (11-20)

The authors suggest essential supports such as "providing sufficient opportunities [and extra time] to learn; using materials and practices that are effective given the students' backgrounds; and eliminating the unwarranted stigma associated with using... [different dialects of English different to BC school English] and... focusing on effectively addressing the educational needs of... [each student] in ways that build on their knowledge rather than disparaging it" (11).

Source: Washington, Julie A. & Seidenberg, Mark S. (2021). "Teaching Reading to African American Children: When Home and School Language Differ". Education Healthcare Public Services, https://www.aft.org/ae/summer2021/washington_seidenberg.

Quote to think about:

crussell156 — 2025-07-28 02:47:32 UTC

“The decision to speak a certain way to maintain identity with a group can bind a community together, but can also become an obstacle to learning the standard that is expected in schools (Siegal, 2020)” (Blundon 2016, 221).

Quote to think about:

crussell156 — 2025-07-28 02:50:17 UTC

“Studies indicate that speakers of nonstandard dialects have difficulties with spelling and decoding. Their difficulties may be due to the mismatch between the sound systems of their dialect and the standard and/or their lack of awareness of the need to switch between the two dialects” (Blundon 2016, 222).

Quote to think about:

crussell156 — 2025-07-28 02:54:05 UTC

“Students who speak a nonstandard variety may have different rules and expectations about the way language is used and the style of delivery that is appropriate. Misunderstandings between students and teachers can occur if differences are not known, impeding student success” (Blundon 2016, 224).

Article:

crussell156 — 2025-07-28 03:45:34 UTC

In the article, Blundon (2018) looks at English grammatical features of First Nations Kindergarteners as differences and not mistakes. She discusses "respectful evidenced-based ways to assess and intervene... so that diverse ways of speaking English can be celebrated in Canadian classrooms" (abstract, 65).

Source: Blundon, Patricia L. (2022). "English Grammatical Features for First Nations Kindergarteners: Differences, Not Mistakes". Canadian Journal of Speech-Language Pathology and Audiology, Vol 46 (1), https://speechandhearingbc.ca/wp-content/uploads/2023/03/English-Grammatical-Features-for-First-Nations-Kindergarteners-Hart-Blundon-2022.pdf

Quote to think about:

crussell156 — 2025-07-28 03:56:06 UTC

“In Canada, many students who are First Nations may speak a local English variety. Lack of documentation of their variety can lead to inappropriate assessment and teaching... Varieties are associated with community identity; the desire to fit in with a community's way of speaking may explain why varieties persist” (Blundon 2020, 65;67).

Article: "Preventing Linguistic Racism and Discrimination"

crussell156 — 2025-07-28 04:10:07 UTC

Bell (2025) provides a definition of what linguistic discrimination is and how "Linguistic racism can lead to negative emotions." She also lists some suggestions on "how to support students and prevent linguistic discrimination" and provides a list of further reading that you might be interested in looking at further.

Source: Bell, Erin. (2025)."Preventing Linguistic Racism and Discrimination". University of Detroit Mercy Center for Excellence in Teaching & Learning, https://cetl.udmercy.edu/preventing-linguistic-racism-and-discrimination/.

Free downloadable graphic organizer templates:

crussell156 — 2025-07-28 06:49:37 UTC

Source: Del Mar, Zoe. (2025, January 6). “Free Graphic Organizer Templates”. HMH,

https://www.hmhco.com/blog/free-graphic-organizer-templates?srsltid=AfmBOoqWLLgMv4O1ChXNNN-Kqj-WFgztIMngdRtSc6qwY0CsUoHr952z.

Conversation Starters for Students to Practice with at School and use at home

crussell156 — 2025-07-28 07:00:51 UTC

These are a few resources that have free printable/downloadable conversation starters:

1. "Conversation Starters (Accountable Talk Stems)-Free". (n.d.). Miss Jacobs Little Learners, Teachers Pay Teachers, https://www.teacherspayteachers.com/Product/Conversation-Starters-Accountable-Talk-Stems-FREE-1885962.

"Start meaningful conversations with your child, one question at a time: Download 101 Free Conversation Starters for Kids Aged 6-12". (2025, May). Words by HappySelf, https://cdn.shopify.com/s/files/1/0139/8708/6394/files/HappySelf_Journal__101_conversation_starters.pdf.
"Free Printable Conversation Cards: 56 Great Conversation Cards". (2025). Conversation Starters.com, https://www.conversationstarters.com/conversationcards.htm.
"Free Printable Family Conversation Starter Cards". (2025, July 22). The Quiet Grove, https://thequietgrove.com/free-printable-family-conversation-starter-cards/.

Handbook: "English as a Second Dialect: A Handbook for Teachers"

crussell156 — 2025-07-28 07:25:08 UTC

In the Abstract of this handbook, Larre states, "Many students enter school speaking nonstandard dialects of English. Because Standard English is expected in institutions like schools and businesses, mastery of the standard dialect is important for nonstandard dialect-speaking students. The English as a Second Dialect (ESD) program is intended to teach students mastery of Standard English through culturally responsive pedagogy. This handbook reviews the research related to second-dialect teaching, then outlines suggestions for classroom use. The target audience is classroom teachers, administrators, and ESD specialist teachers. (Contains 65 references)."

Source: Larre, Stephen. (1999). "English as a Second Dialect: A Handbook for Teachers", an M.Ed. Project, University of Victoria, https://dspace.library.uvic.ca/server/api/core/bitstreams/0a4e0f64-7003-4c71-bb72-351c57ae49aa/content.

Complete Resource List of this Padlet:

crussell156 — 2025-07-28 18:14:35 UTC

Resources

Bell, Erin. (2025)."Preventing Linguistic Racism and Discrimination". University of Detroit

Mercy Center for Excellence in Teaching & Learning, https://cetl.udmercy.edu/preventing-linguistic-racism-and-discrimination/.

Bishop, Rudine Sims. (2015. January 30). "Mirrors, Windows and Sliding Glass Doors". Reading

Rockets, https://www.youtube.com/watch?v=_AAu58SNSyc&t=93s.

Blundon, Patricia Hart. (2016). "Nonstandard Dialect and Educational Achievement: Potential

Implications for First Nations Students". Canadian Journal of Speech-Language Pathology and Audiology, Vol 40 (3), https://www.cjslpa.ca/files/2016_CJSLPA_Vol_40/No_03/CJSLPA_2016_Vol_40_No_3_Blundon_218-231.pdf

Blundon, Patricia L. (2022). "English Grammatical Features for First Nations Kindergarteners:

Differences, Not Mistakes". Canadian Journal of Speech-Language Pathology and Audiology, Vol 46 (1), https://speechandhearingbc.ca/wp-content/uploads/2023/03/English-Grammatical-Features-for-First-Nations-Kindergarteners-Hart-Blundon-2022.pdf

"Conversation Starters (Accountable Talk Stems)-Free". (n.d.). Miss Jacobs Little Learners,

Teachers Pay Teachers, https://www.teacherspayteachers.com/Product/Conversation-Starters-Accountable-Talk-Stems-FREE-1885962.

Del Mar, Zoe. (2025, January 6). “Free Graphic Organizer Templates”. HMH,

https://www.hmhco.com/blog/free-graphic-organizer-templates?srsltid=AfmBOoqWLLgMv4O1ChXNNN-Kqj-WFgztIMngdRtSc6qwY0CsUoHr952z.

"Free Printable Conversation Cards: 56 Great Conversation Cards". (2025). Conversation Starters, https://www.conversationstarters.com/conversationcards.htm.

"Free Printable Family Conversation Starter Cards". (2025, July 22). The Quiet Grove,

https://thequietgrove.com/free-printable-family-conversation-starter-cards/.

Herrmann, Erick. (2015, November 18). "Language register: What is it and why does it matter in

education?" Multibriefs powered by Multiview, https://exclusive.multibriefs.com/content/language-register-what-is-it-and-why-does-it-matter/education

Hollmann, Willem. (2021, October 8). "Five things people get wrong about standard English".

The Conversation, https://theconversation.com/five-things-people-get-wrong-about-standard-english-168969

Hilpert, Martin. (2021, September 9). "What makes a language... a language". TED-

Ed, https://www.youtube.com/watch?v=_Z_FOtfKyfo&t=18s

Muhammad, Gholdy. (2020). Cultivating Genius: A Four-Layered Framework for Culturally and

Historically Responsive Literacy. Scholastic Books, https://education.scholastic.ca/en/9781338594898-edu-ca.html .

"nsyilxcən Language". (2017). Okanagan Nation Alliance,

https://syilx.org/about-us/syilx-nation/nsyilxen-language/

“Okanagan Syilx Research Guide”. (n.d). The University of British Columbia,

https://guides.library.ubc.ca/OkanaganSyilxResearchGuide/Language

Seidenberg, Dr. (2019. August 26). "What are the challenges of learning to reading in a different

dialect?". Reading Rockets, https://www.youtube.com/watch?v=X9XhMXBq2Pk.

"Sociolinguistics: Crash Course Linguistics #7". (2020, October 23) CrashCourse,

https://www.youtube.com/watch?v=of4XzrbkknM&t=1s

"Start meaningful conversations with your child, one question at a time: Download 101 Free Conversation Starters for Kids Aged 6-12". (2025, May). Words by HappySelf, https://cdn.shopify.com/s/files/1/0139/8708/6394/files/HappySelf_Journal__101_conversation_starters.pdf .

"Student Dictionary for Kids". (2025). Merriam-Webster, incorporated,

https://www.merriam-webster.com/kids.

"Uncovering Your Implicit Biases: An Exercise for Teachers". (2024, May 30). The Cult of Pedagogy Podcast, 188, https://www.youtube.com/watch?v=UQIIACw9QRM

Washington, Dr. Julie & podcast host Lambert, Susan. (2021, October 5). "The Podcast S4-O7

Linguistic Variety and Dialects: Difference, not error with Dr.

Julie Washington" Science of Reading, https://podcasts.apple.com/us/podcast/s4-07-linguistic-variety-and-dialects-difference-not/id1483513974?i=1000537698380)

Washington, Julie A. & Seidenberg, Mark S. (2021). "Teaching Reading to African American

Children: When Home and School Language Differ". Education Healthcare Public Services, https://www.aft.org/ae/summer2021/washington_seidenberg.

Washington, Julie. (2022, June 10). "Creating Inclusive Classrooms for Students Who Speak Varieties of English". edWeb, https://home.edweb.net/inclusive-classrooms/.

Podcast: "Uncovering Your Implicit Biases: An Exercise for Teachers"

crussell156 — 2025-07-28 18:36:22 UTC

This podcast goes through 8-questions that helps you "[uncover] your own implicit biases [blind spots]—attitudes and beliefs about certain groups of people you may not even realize you have.

Source: "Uncovering Your Implicit Biases: An Exercise for Teachers". (2024, May 30). The Cult of Pedagogy Podcast, 188, https://www.youtube.com/watch?v=UQIIACw9QRM

Quote to think about:

crussell156 — 2025-07-28 19:23:16 UTC

“What educators need to understand is that the student has learned how to communicate in English, just not necessarily in the format used in school. Shaming the student and calling their dialect bad grammar ends up shaming their community, which does not inspire the students to learn.

—Dr. Julie Washington in the article "Creating Inclusive Classrooms for Students Who Speak Varieties of English".