The document discusses the role of English teachers in addressing prejudice related to language varieties in the classroom. It notes that while all language varieties are equal linguistically, some are associated with status and power in society. Teachers can help reduce prejudice by increasing their own knowledge about sociolinguistics and helping students understand that differences between dialects, like those in Boston vs Atlanta, are due to regional norms not correctness. The attitudes of teachers, students, and educational authorities towards dialects can influence prejudice and the value given to dialects in education.

1. Presented by : M.Altaf
Presented to: Ma’am Mahwish
Department of English
The Role of English
Teacher in Control
Prejudice in Learning
English

2. Language Varieties
 There are different varieties of the same language. That is,
naturally a single language exists in different varieties .It is
argued that all varieties of a language are equal and none of the
varieties are superior or inferior to the other varieties of the same
language as far as their linguistic features and functions are
concerned.
 However, in many languages the varieties are associated with
status, power and prejudice of the society they are serving.

3. Trials
 In teaching about dialects (i.e., language variation),
teachers may encounter certain trials, including
widespread confusions about how language works and
intolerance toward disempowered groups.

4. Conti.
 Many people believe that there is a single set of
standards for English, but linguistic science shows that
Standard English in one part of the country is somewhat
different from Standard English in other parts of the
country and from Standard English in other English-
speaking countries.

5. Teachers’ Role
 Teachers can pilot this potential problem by increasing their own
knowledge about sociolinguistic research on dialects of English.
 They will come to understand and can help their students
understand that the difference between the Standard English
dialect spoken in Boston and the Standard English dialect spoken
in Atlanta can be explained by differences in regional norms for
language use.

6. Conti.
 The extent to which the teacher is responsible for
changing attitudes about other people is a difficult
question, but an open examination of language attitudes
can provide opportunities to discuss broader social
issues.

7. Teachers’ Attitudes
 The attitudes of teachers’ and other concerned bodies
towards the non-standard varieties and their speakers
have been a topic of discussion in academic setting.
 However, it is reported that the attitude of teachers,
educational authorities and students is not similar.
 In some countries, there is positive attitude towards
dialects and their use in education.

8. Factors
 The attitudes of teachers and students towards
language varieties can be influenced by different
factors.
 Both students and teachers are from a society
that holds positive outlook to the standard variety
and/or negative attitude to the dialects and their
speakers.

9. Conti.
 Consequently, students and teachers go to school with
the beliefs and attitudes of their society . The school also
plays an important role in shaping the attitudes of
teachers and students towards language varieties.
 Besides, educational authorities who had attempted to
ignore the varieties of a language could make students
and teachers to develop negative outlook towards
dialects

10. Conti.
 In some cases, dialect is seen as an opposite to normal
language use. Then, learners are made to develop the
impression that dialect is incorrect or/and abnormal
language form.
 In other areas, teachers correct the non-standard forms
as if they are errors. In some countries, like England,
students are teased for using certain dialect forms

11. The attitudes of teachers, educational
authorities and students
 The attitudes of teachers, educational authorities and
students towards the non-standard varieties play an
important role in the learning of students.
 Their attitudes have significant suggestions for the use
of dialects in the classroom as it can determine the value
and emphasis given to the dialects in education.

12. Conti
 However, the attitude of teachers is more important
because teachers can directly affect the students’
learning and achievement.
 In addition, teachers’ attitude play crucial role in
shaping the classroom environment, which has an
impact on a students’ self-esteem and behaviors

13. TEACHING DIALECTS
 The best approach for teaching about dialects is to invite
students into a dialogue that engages them in examining
some basic assumptions. This is not an easy process, but
most audiences demonstrate a high level of interest in
language matters.

14. Conti.
 This kind of discussion brings the teacher and the
students into an awareness of how certain language-
related terms, such as rules and language, may be used
in different senses. The group can decide together what
terms they need to define and how to locate and
understand scientifically based definitions.