The Issue of Standard English - Coursework Example

Standard English: An overview: Language is one of the most multidimensional features of a society. “Language is a token of identity as well as a means of communication.” (Roberts, 2002). Likewise, English language has a lot of varying forms in which it is spoken, written and read. “Each dialects or varieties have sometimes different grammar which is the pivotal part of a language”. (Huddleston and Pullum 2005). Identifying the importance of English language, (Greenbaum, 1991) recognized it as a language in which nearly all international communication takes place. (Mizuno, 200-) also refers to English as the “most widely used international language”. This paper discusses the English language and identifies what is Standard English, and what factors tell Standard English from other varieties of English followed by a discussion on English language teaching. “Standard languages are highly codified varieties of a language, developed and elaborated for use across a broad range of functions”. (Romaine 2000, p.87). In a journal written by Peter Stevens (1981, p.2) Standard English is defined as “a particular dialect of English ,being the only non-localized dialects, of global currency without significant variation, universally accepted as the appropriate educational target in teaching English; which may be spoken with an unrestricted choice of accent.” The argument that Standard English is a language at all is also debatable. “It is clear, however, that Standard English is not “a language” in any meaningful sense of this term.” (Trudgill, 1992). The argument emerges from the fact that language is a medium in which all communication in a society takes place. People use language as a tool to express their views and comprehend the society. Therefore, language is necessarily something that is spoken in everyday life. However, the way English language is spoken in most of the English countries differs significantly from the way it is taught to non-English people in the other parts of the world. This characteristic feature of the English society compliments the view which refers to the Standard English as a language. (Craig, 1983) noted that nonstandard speech is influenced by Standard English in vocabulary but the fluent speakers change the phonology and style of the Standard English, and that makes their speech nonstandard. It is a general consensus that the term Standard English refers to some particular shade of the color of English that has been standardized for use in writing formal text that may have legal or academic significance. (Holmes, 1992) recognized Standard English as a language used for writing that has been regularized and codified in some way. “In the past, the term “standard” has been applied rather loosely to cover what could more precisely be termed “standardization of spelling””. (Wright, 2000, p. 2). The use of right accent, word pronunciation, sentence construction and grammar are the key factors that decide whether a particular speech is being delivered in Standard English or otherwise. “Standard English, also known as Standard Written English or SWE, is the form of English most widely accepted as being clear and proper.” (www.englishplus.com, 2006). Different styles of English language are characterized by the level of formality in the speech. New styles of English language have emerged as a result of the advancement in science and technology. In the dynamic modern world, where there is more to achieve in less time, people tend to deliver their meaning in shorter sentences, replacing proper words by slangs. People use language the way they feel convenient. “Language is an intensely personal matter.” (www.dailywritingtips.com, n.d.). This has developed a new approach toward English language by changing the perception of the new generation of the language. The new generation is less aware of the formalities of Standard English. “With the rise of Internet technologies and an ever growing global economy, does anyone actually speak a pure form of their own English anymore?” (Hart, 2002). This necessitates the English Language Teaching to the native English speakers, who need to be educated on the various aspects of Standard English, in order to keep it alive in the centuries to come. According to (Crowley, 2003), it is the teachers’ responsibility to educate the students on the importance of the Standard English and its various forms and also the ways in which it differs from the generally spoken English language. However, the teaching of Standard English as a language has also met with controversies. “But doubts about the teaching of grammar and its place in the curriculum were by no means new: There had been revolutions in the wind before the 1960s.” (Kollin & Hancock, 2005). Pointing toward the history of Standard English, (Hogg, 2000) noted that there was no Standard English till the mid-fifteenth century. (Penhallurick, 2003) mentioned that non-Standard English speakers did not perform good when they were graded for the extent of Standard English they used in their speech, and this drew their attention toward learning Standard English language above all other regional varieties. This is partly due to the teaching methodology that focuses on correcting the language structure more than encouraging students to communicate in Standard English as argued by (Taylor, 1985 cited in Taylor, 1990). “Some prewriting techniques that can be used include establishing an adequate oral background in standard English through role-playing and translating or rewriting the sentences so generated into standard English.” (Edwards, 1980). Some teachers encourage their students to speak Standard English, especially when some visitors arrive. “Company is the best time to practice because most of our visitors are from a cultural language context different from ours.” (Secret, 1997). (Wheeler & Swords, n.d.) wrote a book, “Code-Switching: Teaching Standard English in Urban Classrooms” about teaching Standard language. “Building on the linguistic knowledge that children bring to school becomes the focus of this book, which advocates the use of “code-switching” to enable students to add another linguistic code—Standard English—to their linguistic toolbox.” (Rickford & King, 2006). Some linguists argue that Standard English is not much different from the English of everyday use provided that the sentences’ construction and grammar is right. “Each of the differences involves alternative words for the same meaning, with one form clearly Standard and one or more others clearly Non-standard.” (Hudson, 2000). They also think that Standard English does allow the use of informal or harsh words, generally considered the property of the varieties of English other than Standard. People generally see Standard English as a form of English that discourages the incorporation of informal words that reflect the speaker’s mood. Harmer (2001, p.15) argues that even though when we know the grammatical rules we can create an infinite creations of sentences. Conclusion: Students from the English origin lack grammatical sense in the English language. (Adger, n.d.) highlighted this issue saying that variations in language stand as a challenge for the schools whose intension is teaching Standard English. (James, 2003) suggested that separate lessons for different varieties of English should be organized without referring to a particular variety as right or wrong to inculcate their sense in the students. The linguistic departments should take measures to devise such a curriculum that would enhance the students’ approach toward speaking English rightly. References: Adger, C. T., n.d., “Issues and Implications of English Dialects for Teaching English as a Second Language”. 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Available at: http://englishplus.com/grammar/00000374.htm. [Accessed 07 April 2010]. Read More