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Essay / Research Paper Abstract
A 9 page research paper that is made up of three short essays. The topic covered are a proposed workshop to deal with prejudice of teachers against students who speak a dialect of English rather than standard English; a discussion of how learning to speak relates to learning to read and write and how the native language knowledge that a child has can be utilized in learning English; and a discussion of animals learning sign language and its implications. Bibliography lists 3 sources.
Page Count:
9 pages (~225 words per page)
File: D0_kheng3.rtf
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Unformatted sample text from the term paper:
evidence of having sub-standard intelligence. A workshop designed to correct the way that the teachers think about language and to show them that non-standard English-speakers are not cognitively impaired would
have to confront these prejudices and show empirical evidence that this conclusion is wrong. Quisenberry (1993) points out that a child who comes into a classroom who speaks anything
other than standard English will most probably be labeled in some manner, and, thereby, disadvantaged from the start. However, most dialectical differences, including those in the United States, are phonological
in origin, i.e. the "sound system" that speaker use (Quisenberry, 1993). One exercise that could be employed in a dialectic workshop could explore the fact that everyone uses dialectic
speech to a certain extent. For example, in west-central Indiana, "furrow" is pronounced "furry" and the implement used to level the "furries"
is spelled "harrow," but pronounced "habire" (Quisenberry, 1993, p. 96K). Similarly, there are words pronounced in different ways in different parts of the US and there are variations in standard
English pronunciation and usage between different cultures and countries. As this indicates, there are many versions of "standard English" (Quisenberry, 1993). It will undoubtedly be helpful for teachers to
learn the ways in which standard English developed -- that no language remains "fixed" but is rather a constantly evolving, adaptive creation. This can easily be proven by examining the
English of Chaucer and Shakespeare versus modern English. This sort of examination by the teachers in the workshop shows how language evolves over time. What "standard" English consists of in
any one era is merely what the majority of the people agree is correct usage. There is nothing mystical or intrinsically "right" about what is considered standard. It is simply
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