In the first phase of this study, a graduate class in social dialects was divided into four groups. The experimental group was exposed to a detailed transformational analysis of standard and black English. They were administered a language attitude survey and completed a self-evaluation of their ability to teach effectively speakers of black English as pre- and post-measures. They also responded to an essay written in black English, which was judged on sensitivity to black English speakers. In the second phase of the study, eight teachers from the first phase tested a sequence of activites designed to move students along the continuum toward competence in standard English. Four of the eight represented the first phase experimental group; four represented the control group and they did not use the sequenced curriculum. Students completed an oral measure of bidialectalism and a writing sample. Results were interpreted as indicating that a scientific analysis of language fosters growth toward more unbiased language attitudes; however, a more traditional lecture and discussion approach also produces attitude change. The sequenced curriculum produced students who made fewer dialect-based deviations from standard English. (Author/AA)