ABSTRACT
This chapter explores the issues related to Standard English and suggests some principles for policy and program development. It takes up the issue of students who come from vernacular dialect backgrounds should be expected to add oral Standard English to their linguistic repertoires and has looked at issues related to policy formulation and program planning. The chapter also deals to some extent with dialects and writing. It concerns that given the social realities about which dialects are privileged and which are stigmatized, Standard English instruction often appears to be remediation, opening vernacular dialect speakers to potentially devastating deficit views and low expectations in school. National position statements on dialect diversity are intended to guide policy and program development in schools. If the policy decision is made to teach spoken Standard English, it is important to develop an explicit, articulated curriculum to guide teachers and provide a coherent, relevant learning experience for students.
