EFFECTS OF DIALECT IN CLASS

Sociolinguists have been fighting dialect prejudice since the 1960s, but deficit views of non-standard English are regaining currency in educational discourse. In this paper I argue that the traditional sociolinguistic response – stressing dialect systematicity and tolerance of ‘difference’ – may no longer be effective by questioning a key assumption that both deficit and difference approaches share, namely that there exist discrete varieties of English. Based on an empirical study of the language of working-class children in north-east England, I demonstrate that non-standard dialects of English do not have a discrete system of grammar that is isolated from other varieties; rather local dialect forms interact with a range of semiotic resources (including standard forms) within speakers’ repertoires. Interactional analyses of the children's spontaneous speech highlight this hybridity, as well as the social meanings behind the linguistic choices children make. I conclude by addressing educational responses to non-standard dialect in the classroom, suggesting that it is not the presence or absence of non-standard forms in children's speech that raises educational issues; rather, educational responses which problematise non-standard voices risk marginalising working-class speech, and may contribute to the alienation of working-class children, or significant groups of them, within the school system.

The attitudes towards dialects and their speakers have been a topic of discussion in academic setting. Specifically, the perception of educational practitioners on the role of dialects for education is important as it can affect the practices of the practitioners in their respective work place. Besides, the perceptions of the practitioners have significant implications for the use of dialects in the schools as it can determine the value and emphasis given to the dialects in education. Hence, the perception of educational practitioners towards dialects can affect their use in education and can have an impact on students' learning and achievement. Based on this fact, the current study is intended to explore the perceptions of educational practitioners on the role and contribution of dialects for the learning and achievement of students. To achieve this objective, data were collected from teachers, educational authorities and textbook and exam writers using questionnaire and interview. The analysis of the collected data revealed that the majority of the teachers reported that dialects have a great role in education and support the consideration of dialects in academic setting. Similarly, the textbook and exam writers, and educational authorities considered in this study replied that dialects have a great roles in education and the concern of dialects needs attention in educational context. This could mean that the majority of the respondents had positive perception towards the role of dialects for education and could treat dialects positively in educational setting.

The attitudes towards dialects and their speakers have been a topic of discussion in academic setting. Specifically, the perception of educational practitioners on the role of dialects for education is important as it can affect the practices of the practitioners in their respective work place. Besides, the perceptions of the practitioners have significant implications for the use of dialects in the schools as it can determine the value and emphasis given to the dialects in education. Hence, the perception of educational practitioners towards dialects can affect their use in education and can have an impact on students' learning and achievement. Based on this fact, the current study is intended to explore the perceptions of educational practitioners on the role and contribution of dialects for the learning and achievement of students. To achieve this objective, data were collected from teachers, educational authorities and textbook and exam writers using questionnaire and interview. The analysis of the collected data revealed that the majority of the teachers reported that dialects have a great role in education and support the consideration of dialects in academic setting. Similarly, the textbook and exam writers, and educational authorities considered in this study replied that dialects have a great roles in education and the concern of dialects needs attention in educational context. This could mean that the majority of the respondents had positive perception towards the role of dialects for education and could treat dialects positively in educational setting.

Foreign Language Annals, 2017

Although surveys have shown that regional variation is rarely covered in more than a cursory way in language textbooks, research has suggested that exposure to and knowledge about dialectal variation can be beneficial for second language (L2) learners' development. However, little is known about the effects of explicit instruction and exposure on learners' dialectal competence. This article presents findings from two studies that address these gaps in the previous literature. Students (N ¼ 11) in the first study were enrolled in a fourth-semester Spanish class designed to showcase the regional variation present in several Spanish dialects. Learners' L2 dialect comprehension and recognition were measured before and after instruction and were compared with the comprehension and recognition of a control group (N ¼ 13) who did not receive explicit instruction. The second study examined the relationship between dialect exposure and perception for 20 Spanish language students. The results show that exposure and instruction were both significant predictors of learners' dialect perception. These findings illustrate the importance of choosing instructional materials that expose learners to regional variation and, when possible, explicitly addressing characteristics of different dialects in the classroom setting.

Willia m s, Gl e n n P., P a n a yo t ov, Nikol ay a n d Ke m p e , Ver a (2 0 2 0) H o w Do e s Dial e c t Ex p o s u r e Affec t Le a r ni n g t o R e a d a n d S p ell? An Artifici al O r t h o g r a p h y S t u dy. Jou r n al of Ex p e ri m e n t al P syc h olo gy: G e n e r al, 1 4 9 (1 2). p p. 2 3 4 4-2 3 7 5. IS S N 0 0 9 6-3 4 4 5 Do w nlo a d e d fro m: h t t

It is generally argued that all languages exhibit a great deal of internal variations (Wardhaugh, 2006). But defining, differentiating and characterizing language and its varieties is not always simple and clear. An attempt is made below to show the difficulties that exist in the definition of and relationships between language and dialect, which is often considered as one type of language variety.

The topic in this paper is analysis about the phonological especially phonetic articulation for the children in the kindergarten. How java language influence a children to learn english to knowing phonetict word relation between javanese and english language. The other hand the children of java many input the mother tongue which affect to learning Indonesian language and english. May from this research be knowledge to other students who learning phonology and phonetics.

1997

Wait WOLFRAM William C. FRIDAY L'importance des dialectes est souvent negligee dans les etudes sur la communication interculturelle. De nombreuses raisons humaines, scientifIques et socioculturelles militent en favenr d'une integration de l'etude des dialectes dans les programmes scolaires en langue maternelle ainsi qu'en langue etrangere. La presente contribution presente des elements puises dans des etudes expe;rimentales realisees aux Etats Unis pour illustrer la realisation de programmes d'enseignement pour I'etude de la diversite des dialectes. Parmi les effets positifs de I'utilisation de ces programmes, il convient de rclever la sensibilisation aux stereotypes culturels et la participation active des etudiants a une etude inductive de leurs dialectes locaux.

English Language and Education Spectrum, 2022

The British people introduced their language to the Americans when they reached and occupied the lands of the indigenous people by sea between the 16th and 17th centuries. The British ways of communication and mass media played a very significant role in affecting dialect differences and modifying pronunciation and vocabulary into English standards, known as the received pronunciation (RP). This study is aimed to identify: (1) the students' perception towards British accents in speaking class and (2) the particular impacts of the accents on students' dialects when used in a classroom. This research applied a mixed-method, the sequential explanatory with the advanced quantitative (explanatory) and then a qualitative. In other words, the results of this research are made in the form of quantitative data and supported by qualitative data in the form of narrative depth. The participants were non-English students who had a less understanding of British accents. To collect data, observations on some of the participants' documents (archives, photographs, and field notes) and questionnaire, followed by in-depth interviews with the students. Furthermore, to get the validity of its findings, the triangulation validity of the data is discussed with researchers and colleagues who understand the areas studied. British Accents are expected to become a motivation and the standard of its assessment-based speaking skill level.