Children from different backgrounds come to school speaking a wide variety of dialects. Questions concerning the use of dialects in schools have become increasingly complex and controversial in recent years. A central issue is the requirement of a standard dialect in school. Some find it discriminatory, others find it necessary to broaden student opportunity. Dialect differences can affect the quality of education received. Dialect may interfere with the child's acquisition of information and skills, and school personnel and other students may make erroneous assumptions about the vernacular-speaker's capabilities, motivation, and even morality. Two viewpoints on dialects have emerged. The "deficit" position maintains that speakers of vernaculars have a cognitive or language handicap. The "difference" position argues that while languages are different, none is inherently better than another. However, students' language and cultural background can influence their chances of success. Schools might choose to emphasize grammatical usage or writing rather than pronunciation. If a school decides to teach standard English, certain general guidelines concerning content and approach should be followed. Some educators are encouraging active standard and nonstandard dialect study in the curriculum, which can benefit students from all linguistic backgrounds. (MSE)