The author discusses fields of inquiry important to the planners of teacher-preparation programs because they have some sort of help to offer the teacher of Standard English as a Second Dialect. Linguistics describes the student's home language, shows the teacher what needs to be noticed about the target dialect, and how that feature of the dialect works. Cultural Anthropology shows the culture within which the student's language functions--the values, allegiances, and sources of pride--and calls attention to such features as gestures and spatial distances between speakers. (Both Linguistics and Cultural Anthropology must be interpreted by staff members who understand the concerns of specialists in those fields.) The School of Education has specialists in curriculum and related subjects who know about songs, games, and stories that appeal to various age groups, and can also give guidelines for classroom management. Other relevant disciplines are Communication with its emphasis on "What to say to whom, for what purpose, and with what effect;" Rhetoric, which offers an antidote to misapplications of transformational grammar; and Literature, which enlarges the mind and "opens windows on the world." In planning teacher-preparation programs, resources from all these fields should be used. (AMM)