Attitudes toward usage, accent, and dialect in spoken English are examined, drawing on literature in the field and data from a British study of year 9 students' (pupils aged 13-14) language awareness. The dilemma inherent in teaching standard spoken usage while encouraging maintenance of ethnic and regional identity is examined, with attention given to ambiguity and discrepancy in some public policy and policymakers' statements, particularly in regard to national curriculum policy. Comments and discussions occurring in the mass media are also addressed, and utterances of students in the study are analyzed. It is concluded that further discussion of language attitudes, particularly concerning accent and dialect and concepts of "good" and "bad" usage is needed, and that teachers can play an important role by bringing discussion of language issues into the classroom. A brief bibliography is included. (MSE)