ERIC Number: EJ1150125
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
To What Extent Does a Regional Dialect and Accent Impact on the Development of Reading and Writing Skills?
Snell, Julia; Andrews, Richard
Cambridge Journal of Education, v47 n3 p297-313 2017
The issue of whether a regional accent and/or dialect impact(s) on the development of literacy skills remains current in the UK. For decades the issue has dogged debate concerning education outcomes, portable skills and employability. This article summarises research on the topic using systematic review methodology. A scoping review was undertaken with the research question: "To what extent does a regional dialect and accent impact on the development of reading and writing skills?" The review covers research relevant to the teaching of five to 16-year-olds in England, but also draws on research within Europe, the USA, Australia and the Caribbean. The results suggest that curricula have marginalised language variation; that the impact of regional accent and dialect on writing is relatively minor; that young people are adept at style-shifting between standard and non-standard forms; and that inappropriate pedagogical responses to regional variation can have detrimental effects on children's educational achievement.
Descriptors: Foreign Countries, Dialects, Pronunciation, Geographic Regions, Skill Development, Reading Skills, Writing Skills, Elementary Secondary Education, Language Variation, Standard Spoken Usage, Nonstandard Dialects, Outcomes of Education, Academic Achievement, Morphemes, Orthographic Symbols, English, Educational Policy, Literature Reviews
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A