Background of the Study
Vernacular dialects merely pertain to the system of speaking which we used in our daily utterance. We have different dialect used and not only applied in our country as well as other countries. It has been difficult to comprehend other vernacular dialects because it belonged to other culture or tribe. In order to understand different dialects, it’s preferred to conduct a research about the status culture in its effect in communication. In U.S. specifically in Oakland schools it has been a controversial issue about different dialects merging the children from different backgrounds. It has been debated for long years, the school staff impose the use of standard dialects within the school campus but it’s a big burden in their part because some other children cannot interact with others well. They first encounter it in the process of teaching. Donna Christian was trying to emphasize the different languages spoken by the children who adhere with some other people with different backgrounds. There were groups of parents who were claiming that students were being denied equal educational opportunity because of their original culture. In 1979, the parents have won their lawsuit; the schools were adhered to provide special staff to train this children, somewhat related to dialects and the teaching of reading. Despite linguistic equality among dialects, student’s language and cultural backgrounds may influence their chances for success. Uses of language both oral and written are centrally involved in this new culture (Farr and Daniels, 1986). Language differences do not referent linguistic and cognitive deficiencies as an important premise for any education program. Given the advantage that may be associated with the ability to use standard English in appropriate situations, most schools include this program in the instruction for all students. Speaking is one of the four macro-skills that need to be given importance by a learner. These would help him developed his oral communication skills. Yet, poor pronunciation and low vocabulary seem to be a popular complaint of most teachers in the academe not only locally, but also nationally and globally. (Garcia, 2000) The teaching of Standard English must take into account the importance of the group reference factor. Speakers who want to participate in a particular social group will typically learn the language of that group, where as those with no group reference or with antagonistic feelings toward the group are less likely to do so. Instruction in Standard English should be coupled with information about the nature of dialect diversity, by giving student information about various dialects, including their own teacher demonstrating the integrity of all dialects. This approach clarifies the relationship between standard and vernacular dialects, underscoring the social values associated with each, and the practical reasons for learning standard dialect. Teachers and materials developers need a clear understanding of those systematic differences between standard and vernacular dialects in order to help students learn Standard English. If Standard English taught it should reflect the language norms of the community. The goal of instruction is be to learn the standard variety of the local community, not some formal dialect of English that is not actually used in the area. Regional standards are particularly relevant in the case of pronunciation features. The teaching of Standard English required careful thought ranging from underlying educational philosophy to particular teaching strategies, if it is so to be carried out effectively and equitably. Language instruction should include norms of language along with Standard English structures. Speaking standard dialects includes the use of particular conversational styles as well as particular language forms. For example, using Standard English in a business telephone conversation does not...
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