1. By: Kathrine Tatlonghari SLS 302

2.  Aspiring Secondary Education Teacher  Ways to be a better teacher  What to do/not to do?  How to motivate my students?

3.  Will Standard English affect non-standard English language learners in schools?  To what extent will it affect these English language learners?  Hypothesis: The negative outlook will disconnect the student from the learning process of English.

4. Why English?

6.  Integrated in education and British government beginning in 1300.  Many resources available for voyages

7. Here ye’ here ye’!  1607 – touch down in Jamestown, Virginia. ▪ Old English brought to Americas

8. 19 th -20 th century = English spread through all corners of the world.

9.  Bauer (2002), “Dutch was seen as a more useful language to learn than English. Yet by the time of Elizabeth II, the number of native speakers of English had increased to some 350 million” (p. 13)

10.  Integrated in education and British government beginning in 1300.  Many resources available for voyages

14.  Linguists believe that there is no such thing as dialect of a language that is lacking or should be seen as poorly.  Depends on your area, community, government, etc.

15. Old English Standard EnglishCornwall EnglishScots English Nottinghamshire English

16.  “A controversial term of a form of English language that is written and spoken by educators. “ –about.com  “Refers to whatever form of the English language that is accepted as a national norm.” – wikipedia.com  Abbreviation is S.E.

17. Huh? What? Speak English! That IS English.

18.  Carter (1997) found that there is a close relationship with standard English and the written language.  Written language = literacy, prestige, & intelligence  Printing Press established forms of standard language

19.  Social Unifier & Social Mobility  (1953) Research study by UNESCO in West Indies wanted bidialectal education but Jamaicans and aboriginals did not want anything else but Standard English.  Why? ▪ Jamaican Creole English was linked to low social status and slavery.

20.  Teacher’s fault?  Negative stigma on students stops motivation and brings down self-esteem  Example:  Chicano teachers in E. Austin look down on local varieties  Surroundings in Laredo Valley value high quality English for communication

21.  Student-to-teacher interaction will become difficult because the student will feel less secure with someone who does not appreciate their common identity.  Not welcomed in the classroom  No motivation or interest = increase in drop out  Alienation from community

22.  Hawaii Pidgin English  According to Allsop (2010), “Speakers who have inherited nonstandard varieties of plantation English continue to face special literacy barriers in schools, where Standard English proficiency correlates closely with academic success” (p. 10).

23.  McWhorter (1998) - nothing wrong about nonstandard dialects.  Varieties of English are traced to Old English.  Many linguists believe that non-standard English should also be incorporated into the teaching of Standard English in schools.  As long as the incorporation of this language includes some knowledge of Standard English, the effects will be beneficial.

24.  Change their mentality to understanding and accepting cultural languages.  Benefit: Appreciation of cultural backgrounds facilitates in self-confidence and self-respect  Increased motivation and creates new learning in an exciting matter.

25. Thank you