Standard English and the Teaching of Literacy

Abstract

The debate about Standard English as the exclusive form of the language taugh in school literacy programs might be moderated by the distinction between linguistic and communicative parity of language forms. Although different form of language have equally adequate structures, not all forms are equally effectiv for all purposes of communication. Standard English is not just a neutral for for the expression of independent meaning: it is a discursive practice that make possible the sharing of particular meanings among privileged members of a community. Effective use of Standard English is an unavoidable curriculum go Standard English should be taught, not exclusively, but along with respect fo and acceptance of non-standard forms of English that children, and especiall young children, have acquired from their communities. Teachers should see non-standard forms not as errors and bad grammar, but as systematic represe tations of meaning and experience.