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ERIC Number: ED125288
Record Type: Non-Journal
Publication Date: 1975-Dec
Pages: 15
Abstractor: N/A
Reference Count: N/A
What Teachers Believe: An Historical Investigation of Language Attitudes and the Implications for Bidialectalism in the Schools.
Daniels, Harvey A.; And Others
Bidialectal approaches to American public school teaching presume a relativistic view of language on the part of teachers, a requirement which has received little scrutiny since bidialectalism has become a predominant approach to divergent language in school settings. Evidence drawn from documents of the American teaching profession over the past fifty years suggests, however, that the rank-and-file teacher is committed to an absolutist position on language in the classroom. During the 1960's a shift is seen in which concern about nonstandard dialects partially replaces disputes over usage issues, but the underlying inclination towards an absolute view of language prevails throughout. This investigation further suggests that teachers' language attitudes may pose a serious obstacle to the success of bidialectal programs. The work of linguists in helping to develop good language programs is far from over, but to move beyond the current state of affairs, better research is needed. (Author/DB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A