For instance, "some speakers may engage in overlap, speaking while someone else is taking a turn-at-talk. For some linguistic groups, this discourse behavior can be interpreted as a signal of engagement and involvement; however, other speakers may view it as an interruption and imposition on their speaking rights. Teachers can use the Record-View-Transcribe-Analyze technique to study cross-cultural interactions in their classrooms, helping students identify different communication strategies and their potential for miscommunication." (Demo, 2001)
According to the work "Vernacular Dialects in U.S. Schools," "Children from different backgrounds come to school speaking a wide variety of dialects." (Christian, 1997) the problem according to Christian (1997) is in the fact that, "One central issue in this controversy is whether mastery and use of a standard dialect should be required in schools. Some people consider such a requirement to be discriminatory, because it places an extra burden on certain students. Others argue that it is a responsibility of the education system to teach a standard dialect to broaden students' skills and opportunities." Differences in dialect may very well impact the quality of the provision of education both academically and socially. (Labov, 1995) the consequences of coming form a dialect group which is different from the 'norm' are felt socially by those students. However, the biggest impact may come from attitudes of "teachers, school personnel, and other students [and] can have a tremendous impact on the education process." (Christian, 1997) Unfortunately these students are often "tracked with lower achievers or even placed in special education classes because of their vernacular speech patterns." (Christian, 1997)
The following suggestions for classroom instructional practices are made by Christian (1997):
Instruction in Standard English should be coupled with information about the nature of dialect diversity. By giving students information about various dialects, including their own, teachers can demonstrate the integrity of all dialects. This approach clarifies the relationship between standard and vernacular dialects, underscoring the social values associated with each and the practical reasons for learning the standard dialect.
Teachers and materials developers need a clear understanding of the systematic differences...
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