Many teachers lack the linguistic training required to build on the language skills that African American students from dialectally diverse backgrounds bring to school. When students correctly use the language patterns of their communities, such teachers may diagnose language deficits and attempt to teach them the "right" grammar. Research has shown that such traditional correction methods fail to teach students the speaking and writing skills they need. The author and her colleague, an elementary educator, have developed a structured approach to engage students in critical thinking about language. Students analyze Informal English patterns, compare and contrast them with Standard English patterns, and use metacognition to learn code-switching so that they can intentionally choose the appropriate language style for a particular setting. (Contains 1 figure.)