Throughout the years there has been great debate over the teaching of English in schools. One particular aspect of this is the argument over whether or to what extent Standard English should be used in the education of children. In this essay I plan to examine these arguments, firstly considering the problem of defining Standard English, then evaluating the views for and against teaching this form of English in schools. I will then look at the concept of teaching Standard English to those who are leaning English as a second or foreign language, and consider any different or similar debates for this situation.

One major question which needs to be addressed when considering Standard English is how is the term actually defined? There seems to be a great deal of contention over this issue and understandably so. There is little debate over written English, because there are fairly strict rules set out about the use of language, from dictionaries and other texts. However where greatest debate emerges is in the issue of spoken Standard English. The linguist Katharine Perera believes that Standard English is concerned with the ‘st

There are also political and social issues in choosing a form of English for international students to learn. For example in Brazil where, although the US is geographically closer and therefore possibly the more practical form of English to learn, many choose to learn British English ‘because it seems to be more politically neutral in this context’ (p.246) The cultural and political connotations of English in particular, seen by many countries as a language of imperialism and oppression, may result in many rejecting any form of English which is directly linked to one culture e.g. Standard British, American or Australian English. This emergence of nations choosing which English to learn has resulted in great competition as to which form of English should be taught. There is a fear by some that English is becoming too international a language and within time there will no longer be a need for ‘native-speakers’ when so many are already educated to a great proficiency in the language despite it not being a first or even second language to them. This decline in English being taught by English speakers would surely mean the death knell for Standard English, and so there has emerged to concept of ‘British Cultural Studies’ where it is seen as vital that ‘native-speaker English teachers, establish(ing) Standard (British) English norms for non-native learners. (p.264)

However with a move away from Standard English, it is likely that more features of a countries national language may be incorporated into their use of English. For example the emergence of ‘Singlish’ in Singapore, with street signs, menus etc.where both English and non-English features are incorporated into their language. While this is a way of involving English while maintaining a strong sense of cultural and national identity, there is the risk that English will be changed to an extent that international English speakers will have difficulties understanding the language. If one purpose of educating children in English is to enable them to communicate internationally and in professional and business communities, then this is in danger of being negated by changing the language too much.

ructure of the language, i.e. its grammar and vocabulary’ (Learning English: development and diversity pp. 208-209) but that accent is not important. However spoken language differs so greatly, even among the most educated speakers, and while a certain degree of c

Some topics in this essay:
Standard English, British English, Australian English, Learning English, standard english, English English, National Curriculum, Cultural Studies’, , teaching standard english, teaching standard, form english, english schools, british english, standard british, international language, english language, standard english schools, learning english, Katharine Perera, Standard British, concept teaching, standard british english, standard english emerged, standard english seen,