Phase 2

Abstract: I speak on how in society there are unreasonable expectations for every person to speak Standard English. I acknowledge how people differ in education and experiences in life so it is impossible for this reality to happen. i also use some article to strengthen my point that the expectations we set for language make it to hard for people to reach those standards.

Societal Expectations in Language

The belief that all people should be able to speak English anyway they want regardless of their identity, age or anything of that nature is something becoming more common. However, in school students are taught to speak English with all the correct grammar and conventions. Every student is expected to speak English the same way in the classroom and students that fail to do so are put into speech class or given extra English classes. We have this standard built into our society that all people are meant to speak Standard English which is utilizing the words in the English language; how they are meant to be used in the guidelines of grammar rules. [This form of English is so restrictive, and it is difficult for a person to express themselves with such a rigid form of English. However, students are set up for failure and very few students can reach the standard set by society. The expectation on students and teacher are outrageous and impossible. The educational system is relatively the same in all of America, but those small differences play a major role in students’ education. These variables are unable to be accounted for in society’s expectations of English. Not all teachers are the same and each teaching English in a different way and the students learn differently so it’s impossible for all student to reach the standard. Some teachers may have an accent or speak at a high enough standard to teach Standard English, but the teacher can teach English. The student could be a slower learner. These variables aren’t thought about in society’s impossible expectations of English. Students learn from their own experiences and learn their own from of English. They learn from their parents and develop a dialect of English and speak that instead of standard English. It is much simpler for people to speak how they want to and let them express themselves instead of disregarding them because they don’t speak Standard English. When people speak English differently it should be understood as an alternative form of English. Society’s expectations of literacy proficiency harming more than helping our communities.

In America we have people who speak English with different accents. Besides the regional accent of New Yorkers and Southerners in the country, immigrants come to America and bring along their foreign accents. The common issue of people speak different forms of English is that those other forms are undervalued. They are uneducated people for being unable to pronounce the words in English ‘correctly’. Society’s expectations of Standard English make those people struggle with communicating with other people. People aren’t taught about those foreign accents and don’t have respect for them. The expectation that everyone should speak Standard English harms those people who speak accented English. Writer and Psychologist, Rosina Lippi in her article, “English with an accent: Language, ideology, and discrimination in the United States” argues against the American attitudes towards language. Lippi-Green argues that standard English is seen as the only form of English. Instead she believes that accented forms of English should be different English dialects. Myths are magical and powerful constructs; they can motivate social behavior and actions which would be otherwise contrary to logic or reason.” (Lippi, 44) She explains how Standard English should be understood as a myth since society taught people that all people must be able to speak Standard English. Society expectations of all people to be able to speak standard English forces people to speak only standard English and to undervalue other variations of English. Lippi-Green in her book states, “. . . Why is Dutch considered a separate language from German, and Swiss German not? Why do people call the variety of English that many African Americans speak Black slang . . .” (Lippi-Green 45) She questions the reader why in America we see people who speak English differently are not seen as speaking different dialects of English. In her article “Standard English and the Teaching of Literacy”, Journalist for Canadian Journal of Education, Laurie Walker argues against the normalized method that students are taught English. The English taught in schools is standard English and through teaching this English it makes student undervalue other variations of English. In the passage it states, “Standard English should be taught, not exclusively, but along with . . . non-standard forms of English that children . . .  acquired from their communities. (Walker,334) In her article she acknowledges that school literacy programs need reform in order to remove the belief that Standard English is the only correct way to speak English. Lippi-Green and Walker both advocate the belief that society’s expectations of English are forcing people to conform to those standards. Society does so by spreading the idea to people that other forms of English aren’t respected and unacceptable to be spoken in a professional environment. Laurie Walker addresses how students are exclusively taught Standard English. Her belief is that student should be shown other forms of English. Lippi-Green addresses a similar issue about accented English. She disagrees with accented forms of English be treated as ‘bad’ English instead of as different dialects of English. The message that is being spread through education, media and through our social norms is for all people to speak Standard English. The societal expectations of language are creating such beliefs and exposed to this message to people of all age groups as they incorporate this message of Standard English in ever asset of media. Older generations attempt to teach the new generation their social norms and causes the spread of the normality of Standard English. Schools and English learning programs teach their students only how to speak Standard English and not to embrace other variations of English. Societal expectations of English don’t promote equality among all forms of English and create unreasonable standards.

        The societal expectations of English aren’t unreasonable for the majority of the people who live in America. Language is a necessity when it comes to the creation of societies. Language created structure because it allows for the communication between people. With our voice we can participate in basic part of society such as sharing our political views by voting. Our voice gives people the opportunity to receive an education and share ideas. Later in life be part of the economy and get a job. When Standard English is seen as the only acceptable form of English it excludes people who aren’t speakers of Standard English. In the blog it is written by an English Teacher’s perspective of teaching Standard English. Linda M. Christensen claims ‘English’, teachers need to encourage students and don’t let them blame their own selves for the low grade on English or poor SAT scores. As a good teacher, she has the role to empower student with the right English without throwing away their English value.” (The Ethnics of Language) She states that teachers need to encourage their students more since test like the SAT discourage students who aren’t familiar with Standards English. Other dialects of English aren’t represented and respected in the SAT as it expects all the test-takers to be proficient in Standard English. Further within the blog it states, “Standard English” is not supposed to be a wall to block people’s creativities and ideas. By being down, people cannot stand on their own feet to defend their argument, as they are afraid of making mistakes.” (The Ethnics of Language) Standard English is more of a blockade for people as it doesn’t allow for people to accurately express themselves. Societal expectations of language harm people since it directly harms people who can’t learn Standard English or speak Standard English by only accepting people who speak Standard English.

    The youth are frequently creating new terms to express themselves to their peers. In social settings and on the internet these teenagers use internet language to express themselves. Using emoticons and abbreviations are how the youth communicate to each other. The usage of internet slang seeps into the adolescent’s real life and into their vernacular. They speak with a shortened form of English. This new dialect if English is part of the progression of English and should be only a positive thing. Adolescents creating new terms is normal because English is a language that is always changing and isn’t meant to be spoken one way. The article written by Kristen Hawley Turner “Flipping the Switch: Code-Switching from Text Speak to Standard English” she articulates her observation of how students are implementing the same texting language they use on the internet in their school work and in emails. In the article she states,” Because digital language represents such a large part of the primary discourse of today’s adolescents, it is not surprising that the style of electronic communication is “ seeping into their school work “ … The transfer of informal, and seemingly abbreviated, style used in these contexts to their schoolwork, however, worries educators and parents alike. The report indicates that” a considerable number of educators and children’s advocates . . . are concerned that the quality of writing by young Americans is being degraded by their electronic communication.” (Turner, 60) The distinct internet language that is popular among adolescents is seen as harmful and this is like the other variations of English that are spoken by Non-Standard English speakers.  The abbreviated form of English makes it easier for these teens to communicate with other like them. The shortening of words like you and family are seen as the downfall of the English language. However, Turner argues that this digital language is acceptable, and critics of this different language is should acknowledge that this variate of English is appropriate on the internet and limit its use in more formal places such as in schools. Teaching students about code switching between Standard English and digital English can be beneficial to the students. In sociolinguistic, Walt Wolfram’s article “Challenging Language Prejudices in Education” he speaks about how in schools’ students are taught Standard English and aren’t familiar with other variations of English. Wolfram states, “Students noted that dialects aren’t sloppy versions of Standard English . . . follow specific patterns . . .  understand there are tons of stereotypes which are . . . wrong dialects represent people’s culture . . .” (Wolfram, 29 He believes that exposing students to different forms of English is necessary. He says these dialects of English aren’t underdeveloped versions of English. Non-standard English follows a pattern and has rules of its own. With the way English is taught in schools it makes students unfamiliar with other forms of English. Within society there is an unacceptable belief that other variations of English are lesser than Standard English. Society enforces the expectation of people speaking exclusively Standard English by make most schools teach Standard English. In addition, media doesn’t give much exposure to people who don’t speak standard English. News anchor aren’t seen speaking ‘informal’ English and in many cartoons good characters speak Standard English.  This negligence towards other forms of English show disrespect towards those other variations. Societal expectations of language are causing discrimination against variations of English.

The societal expectations of language are limiting people who aren’t Standard English speakers. Authors like Lippi-Green and Wolfram speak about how people are discriminated against for speaking English differently. Non-standard English is look down upon for not following Standard English grammar and conventions. For example, speaker of accented English is seen as “broken” or “bad” English. Walker, Turner and Christensen all reference school as the source of the issue with Standard English. Schools only teaching students Standard English and not exposing them to dialects of English is detrimental to the students. When students are shown African-American Standard English it diversifies the types of English that students are familiar with. My belief is that all variations of English are acceptable. Society’s expectations of language are created in schools by exclusively teaching students Standard English. In addition, other variations of English don’t get much exposure to people who don’t speak standard English. Societal expectations of English don’t promote equality among all forms of English and create unreasonable standards. A person should be able to speak in any manner that makes it more convenient for them to communicate with people. However, the idea that Standard English is the only acceptable way to speak is forced into people brains. This idea creates an intolerance towards people who don’t speak Standard English or don’t pronounce the words correctly due to their accent. The unreasonable rigid rules are creating unrealistic standards for people. The communication aspect of language is being forgotten and replaced by the rigid rules of Standard English.  Society’s expectations of language are more detrimental than beneficial

Work Cited

Lippi-Green, Rosina. “English with an Accent.” 2012,

Walt Wolfram” Challenging Language Prejudices in Education”

Walker, Laurie. “Standard English and the Teaching of Literacy.” Canadian Journal of Education / Revue Canadienne De L’éducation, vol. 15, no. 4, 1990, pp. 334–347. JSTOR, www.jstor.org/stable/1495108.

Unknown, Unknown. “Teaching Standard English.” Teaching Standard English, 1 Jan. 1970, english2367.blogspot.com/2013/02/teaching-standard-english-by-linda.html?m=1.

Turner, Kristen Hawley. “Flipping the Switch: Code-Switching from Text Speak to Standard English.” The English Journal, vol. 98, no. 5, 2009, pp. 60–65. JSTOR, www.jstor.org/stable/40503300.