Why should educators be concerned about non-standard english

Reference no: EM133442474

Assignment:

Case Study

Theresa Roberts, a kindergarten teacher at Mokumanu Elementary School in Honolulu, had just finished welcoming her new class and introducing herself. As she wrote her name and the school's on the chalkboard, she felt a slight tug on the back of her skirt and heard a faint voice just above a whisper say, "Teacha, I like go pee." Turning around, she saw the pleading face of Malia Kealoha. "What did you say?" Ms. Roberts responded disgustedly. In a slightly louder voice, Malia repeated herself, "I like go pee." With classmates beginning to giggle, Ms. Roberts exclaimed, "You will go nowhere, young lady, until you ask me in proper English. Now say it properly." "I no can," pleaded Malia. "Then you can just stand there until you do." With the students still giggling and Malia standing as ordered, Ms. Roberts proceeded with her lesson.

A few minutes later, the occasional giggle exploded into a chorus of laughter. As Ms. Roberts turned to Malia, the child was sobbing as she stood in the middle of a large puddle of urine on the classroom floor.

Reflect

1. What should teachers expect and insist on in terms of English competency from their students?

2. How important is it for students to be able to speak Standard English?

3. If a student is able to communicate well enough in his or her non-Standard English for others to understand, why should educators be concerned about non-Standard English usage?

Reference no: EM133442474

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