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ERIC Number: ED477341
Record Type: Non-Journal
Publication Date: 2001-Feb-12
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Linguistic Discrimination: A Sociolinguistic Perspective.
Fitts, Elizabeth H.
Educators are concerned with the dual needs of students: the need to read and write effectively and coherently, the need to use standard grammar and punctuation, and the need to communicate effectively using what is called standard English. Unless teachers devise methods to assist students from different backgrounds in becoming proficient, society will continue to penalize all speakers of nonstandard dialects. There is every reason why nonstandard English speaking students must acquire the standard language and perfect their proficiency in it to the greatest extent possible. How people talk correlates with where they live, what educational opportunities they enjoy, and what their job prospects are. This paper discusses the difficulties and challenges that nonstandard English speakers encounter (especially in employment) and how the issue is political, sociological, and economic, as well as educational. The paper states that, wherever possible, a greater stress should be placed on communication skills, particularly on oral communication. It discusses using the International Phonetic Alphabet (IPA) as a teaching strategy to facilitate correct pronunciation. According to the paper, the IPA is a clear and consistent system for representing the sounds in any language. The paper reports findings of a study with 100 students with 145 instances of vowels that were misarticulated, 223 instances of consonants, 50 dipthongs, 128 blends, and 72 ending sounds. It also reports significant differences between the pretest and posttest performance after instruction using the IPA--on the posttest 50% of the problems were corrected. (Contains 13 references.) (NKA)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A