Language diversity in the classroom
Introduction
District-wide, the population of our schools represent a range of linguistic backgrounds, with students speaking different dialects or registers of English. This can be attributed to sociolinguistics, the influence of social factors on a language like cultural norms, community practices, and the relationships between speakers. This web page was created with the goal of increasing educators' awareness of dialectal differences in the classroom, coming from an approach of understanding and respect. We want to equip teachers with practical strategies that will support them in fostering an inclusive and empowering learning environment.
WHAT’S A DIALECT?
A dialect is a particular form of a language that is specific to a region, social group, or community. Dialects differ from each other in terms of vocabulary, grammar, and pronunciation. Dialects are a natural part of language variation and reflect the rich cultural and social diversity of speakers (CrashCourse, 2020).
“We have, in fact, eight distinct “language regions” in the English-speaking parts of Canada — areas of the country where the dialect is so different from the rest of the country that it constitutes a fully formed own. They are Aboriginal English, Cape Breton English, Lunenburg English (part of Nova Scotia), Newfoundland English, Ottawa Valley English, Pacific West Coast English, Quebec English, and Inland Canadian English. Each has its own peculiarities of accent, of vernacular, of idiom, even of grammar. These are not merely amalgamations of English and American English, either: they are dialects with complicated histories all their own.”
- (March, 2018)
WHAT’S A Register?
A register is a variety of language used for a particular purpose or in a particular social setting. Registers differ based on factors such as the level of formality, the topic of discussion, and the relationship between the speakers. For instance, the language used in a formal business meeting (formal register) is different from the language used in a casual conversation with friends (informal register) (Herman, 2018).
Considerations for teachers
Understanding Dialects and Registers
Teachers should recognize that students may come from diverse linguistic backgrounds, speaking various dialects or using different registers. This diversity is a strength and can enrich classroom learning (Washington & Seidenberg, 2021).
Respecting linguistic
differences
It is crucial for teachers to respect and validate the dialects and registers that students bring to the classroom. They do not represent errors or failure to speak “proper” English, but rather are natural variations (Washington & Seidenberg, 2021).
Sociolinguistic
Awareness
Teachers should be aware of the social factors that influence language use, such as cultural norms and social contexts. Knowing these factors can aid teachers in approaching their students' language development from a lens of understanding (CrashCourse, 2020).
Avoiding language bias
Educators should avoid biases and stereotypes related to certain dialects or registers. All forms of language are equally valid and valuable (Washington & Seidenberg, 2021).
Promoting standard
english
While it is important to teach Standard English, it should be done without devaluing students' home dialects or registers. An alternative goal would be for students to become comfortable and proficient in Standard English, and their home dialect (Herman, 2015).
Classroom observations
In the classroom, variations in dialect and register may present in the following ways:
1 - Pronunciation Differences
Students may pronounce words differently from Standard English.
Example: "gonna" instead of "going to."
2 - Vocabulary Differences
Students may use words or phrases that are unfamiliar.
Example: "bubbler" instead of "water fountain” (CrashCourse, 2020).
3 - Grammar Differences
Students may use variations in their sentence structure or grammar.
Example: the use of double negatives, "I don't know nothing” (Washington & Seidenberg, 2021).
4 - Code-Switching
Students may switch between their home dialect and Standard English depending on the context or who they are speaking with (CrashCourse, 2020).
5 - Communication Style
The way students structure their conversations, use gestures, or express politeness may differ from what the teacher and/or other students in the class are accustomed to (Blundon, 2016).
RESPONSES TO EMPOWER STUDENTS
Teachers can respond to variations in dialect and registers through:
1 -Validation and Respect
Acknowledge and respect the students' home dialects as legitimate and valuable. This validation can help build students' confidence and cultural identity.
Example: "I notice you use 'gonna' instead of 'going to.' It's great to hear how language varies."
2 - Creating an Inclusive Environment
Foster a classroom environment where all linguistic backgrounds are respected. Encourage students to share their dialects and linguistic experiences.
Suggestion: organize a sort of “show-and-tell” where students share words or phrases from their home dialects.
3 - Teaching Code-Switching
Help students understand when and how to use different dialects or registers appropriately, particularly the difference between informal and formal contexts.
4 - Providing Clear Examples
Model the differences between dialects and Standard English.
Suggestion: demonstrate how a sentence might be said in a dialect versus Standard English, explaining why both are correct in their respective contexts.
5 - Using Inclusive Teaching Materials
Diversify the texts and resources that you use in the classroom to reflect linguistic variation.
Suggestion: select reading materials that include characters or narrators who use various dialects (Blundon, 2016).
6 - Engaging in Proffessional Development
Engage in professional development to learn more about sociolinguistics and how to effectively support students from diverse linguistic backgrounds.
Suggestion: attend workshops or read books on language diversity (Washington & Seidenberg, 2021).
now what?
Developing an understanding and respect for differences in dialect and register is essential for including and supporting all students. We encourage you to take the suggested considerations and responses into account when approaching linguistic diversity in the classroom. In doing so, we can strengthen the connection between home and school languages, leading to equitable experiences at school for everyone.
REFERENCES
Blundon, P. (2016). Nonstandard dialect and educational achievement: Potential implications
for First Nations students. Canadian Journal of Speech-Language Pathology and Audiology, 40(3), 218-231.
CrashCourse. (2020, October 23). Linguistics: crash course linguistics #7.
[Video]. YoutTube. https://www.youtube.com/watch?v=of4XzrbkknM
Herrmann, E. (2015, November 18). Language register: What is it and why does it matter in
education? MultiBrief. https://exclusive.multibriefs.com/content/language-register-what-is-it-and-why-does-it-matter/education
Marsh, C. (2018, June 29). Why it's no surprise that Canadians speak in a range of regional
dialects as diverse as any in the world. National Post. https://nationalpost.com/entertainment/why-its-no-surprise-that-canadians-speak-in-a-range-of-regional-dialects-as-diverse-as-any-in-the-world
Washington, J. & Seidenberg, M. (2021). Teaching reading to African American children.
American Educator, Summer 2021.
https://www.aft.org/ae/summer2021/washington_seidenberg