This literature review synthesizes scholarship on standard language ideologies in college writing programs and the theories and pedagogies being proposed to disrupt such ideologies. Findings include a tension between belief and action, or that professors' awareness of language diversity does not translate into changes in pedagogy. This is due to…

In this paper, we identify the main challenges faced by international graduate students seeking employment in the Canadian labor market after completing Canadian Master of Education programs. We approach this issue from our combined perspectives: a professor of higher education and a recent international graduate with a Master of Education…

International studies of talk-intensive (or 'dialogic') pedagogies have demonstrated that children who experience academically challenging classroom discussion ('dialogue') make greater progress than their peers who have not had this experience. In England, gains in achievement have been greatest for pupils from less privileged socio-economic…

The issue of whether a regional accent and/or dialect impact(s) on the development of literacy skills remains current in the UK. For decades the issue has dogged debate concerning education outcomes, portable skills and employability. This article summarises research on the topic using systematic review methodology. A scoping review was undertaken…

Discusses arguments for retaining the status quo in academic literacy, including E. D. Hirsch's argument for cultural literacy. Argues for a view of literacy based on a rhetorical understanding of history and knowledge. (JK)

Despite evidence which disproves the idea that some languages and language varieties are defective for logical thought or intellectual expressiveness, there are still language policies and social programs in operation which are based on these and other discredited assumptions. (Author/GC)

Reviews recent studies dealing with the question of whether students' dialects interfere with their ability to read. Suggests three specific actions that educators concerned with reading instruction might take in order to enhance the quality of reading instruction for students with nonstandard dialects. (FL)

The paper considers difficulties facing black gifted children and examines the importance of language variability, classroom management, and learning to think. The nature of Black English is explored with various viewpoints of its origins, and suggestions are made for dealing with the special needs of students who have inadequate mastery of…

Three instructional strategies for teaching nonstandard English speakers are discussed. It is explained that language programs which fail to take into account the linguistic characteristics of native Indian learners may be one of the reasons Indian students often perform poorly on language related school tasks. (Author/PHR)

A comparative analysis of four studies that emphasized linguistic similarities (rather than differences) between nonstandard speakers and other groups focused on developmental characteristics of the semantic categories encoded by nonstandard speakers compared with other speakers. Implications for language assessment are discussed. (JW)

Reviews research on instructional techniques recognizing the different learning styles, languages, dialects, or cultures of minority students. Concludes that special educational programs for students of other cultures may have both positive and negative outcomes. (JM)

Summarizes and evaluates the deficit, difference, and bicultural theories used to interpret the linguistic characteristics of Black and low socioeconomic status children. Also discusses research that has applied these theories and the implications of this research for educational reform. (AOS)

Updates an earlier article by suggesting new ERIC resources of practical classroom use to teachers of speakers of nonstandard dialects. (DD)

Focusing on the social variation of language, this paper provides an overview of basic sociolinguistic concepts deemed to be necessary information for teachers involved in the language and literacy development of children who speak nonstandard dialects. The first section of the paper discusses three things that teachers must understand about…

Modern educators recognize vernacular Black English as a variety of English that has its own system and rules. However, since most reading materials and school texts are in standard English, reading difficulties are often found in Black children who use a nonstandard dialect. The effects of negative teacher attitudes are described, and…