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And "Still" the Children Suffer: The Dilemma of Standard English, Social Justice, and Social Access

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1. rburlingame2 03 Nov 2025
  
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  Ok. We agree that all speakers have the riglanguage variety or style they prefer. But speakconsequences of their choices. ALL speakerstigmatized language style will be subject toappropriateness of language use in context, anStates are especially subject
  
  I think that a standard english is quite unreasonable for the average person to use consitently, and that even in professional situations, often when I have broken out of that mold, even for a joke or passing comment, it not only humanizes me but connects me to others, even when I say something standard english would not deem acceptable.
2. rburlingame2 03 Nov 2025
  
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  Young has asserted that code-meshing produceartificial" text (Young, Your
  
  I agree with this, as making one use only a standard english takes away from their unique perspectives.
3. rburlingame2 03 Nov 2025
  
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  e agree with Gerald Graff who notes that "Young's argumentsleave a number of questions unanswered" and asks: "What does compe-tent code-meshing look like in student writing and speaking, and how willteachers determine the difference between successful and effective code-meshing and awkwardly cobbled together mixes of formal and vernacularEnglish?" (16
  
  I think this does complicater someideas, as I think one can successfully code mesh but much of the success is deppendent on understanding ones audience and if they will understand the purpose of code meshing. I often speak to friends and family in multiple dialects, which I determine how and when to do such based of of my relationship with and knowledge of my audience. However, in education, such as grading, how does one differentiate bad writing vs code-meshing? I believe this can be determined from the usage and context, such asif code-meshing can add a stronger argument or foundation for ones work.
4. rburlingame2 03 Nov 2025
  
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  The importance of competence in Standard Eelementary reading is stunning. The child who fgrade three is four times more likely to drop oustudent who read
  
  back to the students refered to earlier, when they are miscatorgized as unprofficeint reader, it harms their further education, their sense of self and confidence, and especially for younger students this can affect the rest of their education
5. rburlingame2 03 Nov 2025
  
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  ecause Wheeler isof vernacular-speakInstead, she talks abof the home to theget the message acrlin
  
  This ssue is not about race, but about encouraging students and nuturing thier language skills
6. rburlingame2 03 Nov 2025
  
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  Code-switching is about so much more than rso high that at times, even often, we find it necesas we talk about power, prestige, and prejudiceWe find that referring to race at all can utteadministrators from hearing our core messageing students are NOT making mistakes in Stfollowing the patterns of a different dialect, and tdialect transfer from mis
  
  Minimizing the racial aspects of code switching can actually help people be more accepting to code-switching. When race is added to the equation, it becomes one of the only aspects people will focus on. Perhaps the racism that is equated with code-switching is actually peoples own biases, as they are not seeing the whole picture.
7. rburlingame2 03 Nov 2025
  
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  As we've seen, code-switching is about considIt is about diglossia, the global division ofvarieties into H and L varieties. It is about theproclivity for distinguishing in-group from outyes, it is about race because racial discriminprej udice involves both H and L language distincof in-group and out-
  
  The racial aspects of code-switching cannot be denied, bit their are many other factors that would cause one to 'switch'
8. rburlingame2 03 Nov 2025
  
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  Situationally appropmultiple dialects. Sptheir language choicfluid and complex,subject matter, relidentity the speakenuanced and cannot(see
  
  Even slight shifts in dialogues is normal across many different regions and dialects. This shift can depend on many different factors. How does one learn what shift they should use for different circumstances?
9. rburlingame2 03 Nov 2025
  
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  In a diglossie community, a speaker may use osuch as banking but use a different variety forway, the varieties fill what are described as 'hisociety. High functions tend to be associated wlegal and governmental processes, and the highpoetry. Low functions are associated with the hfamily communicatio
  
  What I have been refering to as proffessional vs personal, many people will change their dialect depending on their situation, sometimes without meaning to. I have often used the so called 'customer service voice' at jobs and ets, but without even thinking about it conciously. I do make this switch to make others around me either more comfortable, or in some cases, to lessen aggression from others. By changing my tone and word choices, it is easier to navigate with certain people and their percetions of how a service worker should speak and act.
10. rburlingame2 03 Nov 2025
  
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  n sum, from infancy, as humans processacoustic, lexical, and syntactic information anindexed to these. From the pair of linguistic sihumans identify diverse in-group and o
  
  Language is used in many ways, and even subconciously can affect people's biases
11. rburlingame2 03 Nov 2025
  
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  In tandem, speakerlanguages and dialecshift from situation to situation. And those who are unable to fit theirlanguage to the setting suffer swift social and economic conse-quences. Accordingly, we suggest that code-switching or style-shift-ing reflect, embody, and instantiate documented psychological andsociolinguistic processes that range far beyond issues of race and class inthe US
  
  Differences in dialects stem from more than just race, and I agree with the idea of a class difference. Along with this, those in higher classes are usually the ones to set the standards, even though they are not the majority of people.
12. rburlingame2 03 Nov 2025
  
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  Various scholars attack bidialectalism, in general, and code-switching, inparticular, as pawns of White suprem
  
  So what is racist? code meshing/switiching? not using it in education bc using it?
13. rburlingame2 03 Nov 2025
  
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  ith contrastive analysis and code-switching, teachers learn tools toaccurately assess and effectively respond to the standard literacy needs oftheir vernacular-speaking students. Teachers gain confidence to fosterthe broader student writer, encouraging students to pursue their ideas andvision in well-developed, well-structured essays. Then in the end game ofthe writing process, teachers help students edit for Standard English, ifthat is the language appropriate to the writing task (se
  
  When teachers learn how to differentiate dialects vs actual mistakes, they also feel more acclomplished as a teacher who helps their students compared to feelings as though the kids cannot learn.
14. rburlingame2 03 Nov 2025
  
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  Instead of 'correcting' student writing, teachers lead studentsand contrast the grammar of the home to the grammar of torder to be able to consciously choose the language patternsetting (see fig. 4). Often (but not always) in school, studenStandard English. Often (but not always) in narrative anwriting, students choose vernacular to create voi
  
  When taught the differences in dialects, compared to only be taught a standard dialect, students are given the option to chose for themselves, showing their own compentence and opions. This shows many chose standard for more proffesinal cases, and their own dialect for creative freedom and expression. By embracing their unique dialects, students aare able to learn more comprehensively, and have shown improvement in their reading a writing capabilities, vs forcing students to use only one dialect. Along with use, stopping students from using their home dialect, it can also cause them to lose their sense of self and distance them from their communities.
15. rburlingame2 03 Nov 2025
  
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  It was September, and Joni was concerned. Her 2nd grade studentTamisha could neither read nor write; she was already a gradebehind. What had happened? Joni sought out Melinda, Tamisha's1st grade teacher. Melinda' s answer stopped her in her tracks."T amisha? Why you can't do anything with that child. Haven't youheard how she talks?" Joni pursued, "What did you do with her lastyear?" "Oh, I put her in the corner with a coloring book." Incredu-lous, Joni asked, "All year?" "Yes," the teacher replied. (Wheeler,"Becoming"
  
  prejudice and biases contributes to students not recieving a proper education. what world is putting a child in a corner all year vs actually teaching them? Melinda should've been fired and her treatment should be considered neglect.
16. rburlingame2 03 Nov 2025
  
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  She and others (Macto teach '"neutral ssystem," but instethat . . . trains [Afrand cult
  
  The goal is not to stop students from using their preffered dialects, but to use it as a tool to continue to teach students grammar, spelling, and reading comprehension.
17. rburlingame2 03 Nov 2025
  
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  f vernacular dialects. Bidand approach, affirming students' rights to thadding Standard English to students' linguisticapproach suggests that "teachers should help chicomfortably from one setting to
  
  Introducing 'bidialctism' as an approah to help students learn by accepting and affirming their nonformal dialects. some students do not know of a standard english and will grow up only speaking nonstardard english.
18. rburlingame2 03 Nov 2025
  
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  Educators traditionally operate through a lenideology, the belief that Standard English islanguage, and that other varieties are degradedEnglish with mistakes
  
  This form of standard english has changed as well, and other regions and languages have their own 'standard' or 'True and Real' form, as well has having other dialects that are regarded as non standard.
19. rburlingame2 03 Nov 2025
  
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  igh variehegemonic, entrencdemic consequencesdents' wor
  
  Dialect prejudice is a real problem in many schools and instituitions, whereas if one does not speak 'properly', they are seen as lesser. who decides what is proper?
20. rburlingame2 03 Nov 2025
  
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  ls. Yet code-switching bidialectalists and some code-meshingproponents appear at odds over the role of Standard English in educationand on the national terrain. Specifically, Vershawn Ashanti Young hasrecently slammed code-switching for its "inherent racism" and its advo-cates for "translating] the racist logic of early twentieth century legalsegregation into a linguistic logic that undergirds twenty-first centurylanguage instruction" ("Nah"'
  
  Code-switching/meshing has mixed opinions, especially in education. Is labeling this switch as 'code-meshing' racist? it is undenieable that people will speak different dialects depending on many factors, not just race,but also class, location, gender, etc
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