How should a teacher respond to a student who uses dialects such as African American vernacular in class?

How should a teacher respond to a student who uses dialects such as African American vernacular in class?

• A. Ignore Joyce when she does not speak in standard English.
• B. Emphasize to Joyce the importance of speaking standard English.
• C. Explain that the nonstandard form is not correct and model the standard form.
• D. Tell me what kinds of things your mama does at work.

Answer: (D)

When a student uses a dialect in class, the aim is to validate their language as a real, legitimate form of communication while still guiding them toward clear academic expectations. Engaging the student with language that reflects her background shows respect and builds trust, which is essential for learning. Asking about familiar, everyday experiences—like “Tell me what kinds of things your mama does at work”—respects her voice and invites her into the conversation. This kind of response signals that the classroom is a safe space to express herself, reduces stigma around nonstandard forms, and paves the way for teaching how to use standard English in academic contexts when appropriate, without demeaning her home language. The other approaches either shut down communication, pressure conformity, or label the nonstandard form as simply “not correct,” which can erode confidence and trust.

When a student uses a dialect in class, the aim is to validate their language as a real, legitimate form of communication while still guiding them toward clear academic expectations. Engaging the student with language that reflects her background shows respect and builds trust, which is essential for learning. Asking about familiar, everyday experiences—like “Tell me what kinds of things your mama does at work”—respects her voice and invites her into the conversation. This kind of response signals that the classroom is a safe space to express herself, reduces stigma around nonstandard forms, and paves the way for teaching how to use standard English in academic contexts when appropriate, without demeaning her home language. The other approaches either shut down communication, pressure conformity, or label the nonstandard form as simply “not correct,” which can erode confidence and trust.