Deborah Vriend Van Duinen and Marilyn J. Wilson confront normalized notions of "correct" English. They offer suggestions for teaching about marginalized voices and introducing students to the complexities of English dialect variations. (Contains 1 figure.)

A wide-ranging discussion with William Labov, a sociolinguist interested in the study of nonstandard dialects, especially Black English dialect. (DD)

Urges teachers to deal with one problem at a time in students' papers when attempting to get nonstandard speakers to write standard English. (DD)

Presents first a short article, "Response to the Issue of Ebonics," written by a Pennsylvania high school student. Follows this with an article, "Building Bridges to the 'Language of Wider Communication'" which reflects on ways of using the language children bring to the classroom as a means of building bridges to wider…

A Five-Point Program for teaching English in the inner city... based on the real needs of the Black ghetto student. (Author)

Discusses (1) American class anxiety and racism as reflected in the linguistic purist tradition; (2) the didialectalism of contemporary Black Idiom speakers; (3) the need for accurate comprehensive descriptions of Black Idiom; and (4) the need for teachers to teach communication skills to Black students. (MM)

Students and teachers, black and white, need to be familiarized with some of the significant linguistic and cultural differences between blacks and whites. (JH)

Involving students in an active study of dialect differences will enhance their own self awareness and their knowledge and understanding of cultural diversity. (JH)

Describes the Linguistic Affirmation Program (LAP), a comprehensive nonstandard language awareness program for students not proficient in Standard American English, that facilitates the acquisition of Standard American English without devaluing students' home language and culture. Notes its six research-based critical instructional approaches.…