In this paper, the author (1) weighs the educational value of an oral language program which attempts to teach standard dialect to speakers of a nonstandard dialect and (2) considers the probable success of such a program, given the present social trends. He voices the following objections: (a) teaching a speaker of nonstandard dialect the standard one does not develop the ability of a person to use language. (b) Too much time is required to acquire the new set of language habits necessary to produce even a mediocre and restrictive performance in standard dialect. (c) The importance attached to being able to perform in a prestige dialect is far beyond its net social worth. (d) The aesthetic of a speech event involves the ability to project personality, style, self-assurance, authoritativeness, and native coloring in a fluent manner regardless of dialect. The author feels that "people's attitude toward other people's speech is merely an extension of people's toward their culture and the people of that culture." He believes that the ability to perform in standard dialect does not help Blacks find employment. There is little opportunity for reinforcement of the standard dialect outside the classroom. He concludes that teaching a prestige dialect is useless without the desire and cooperation of the learners. (DO)