The silence regarding Appalachia is mirrored in the relative scarcity of focused studies regarding Appalachian dialect, composition, and classroom issues. Little work has been done exploring the ways the composition classroom, concerned as it is with language and the production of discourse, can affect Appalachian students' linguistic and social outlooks. This essay explores mainstream apprehensions against Appalachian dialect(s), arguing that these dialects/cultures have a misunderstood history and an important role to play in Appalachian composition classrooms. This essay is informed by the author's experiences as an Appalachian student and teacher (having recently conducted first-year composition courses, with a specific emphasis on local dialect and cultural issues, in an Appalachian community college) to explore an admittedly large and complex condition. Specifically, the author begins to explore possible reasons why recognition and respect have not been given to Appalachian dialects and speakers historically, in addition to reasons why these dialects do merit the respect envisioned under the Conference on College Composition and Communication (CCCC) resolution. While the historical, sociological, and linguistic research and interpretations presented in this essay are far from the final word in understanding Appalachia or its current assessment in the eyes of academia or mainstream America, the author attempts to show some plausible explanations for that current view, as well as an argument for why it should be broadened.