For the past century, Standard English and Non-Standard English have controlled individuals and groups in a variety of settings. Language influences one’s decisions and forms countless ramifications, both effective and ineffective. Indeed, the main barriers such as unification in the workforce and education environments can alter the attitudes towards individuals (immigrants or international students) of Non-Standard English. The influence of language enables individuals to have an effect on themselves, and this takes hold of one’s wellbeing, career and development. The influence of language also enables individuals to be in control of others; this can devalue cohesion and coordination between members.
Murray Munro (2013) outlines the outcomes …show more content…
She makes it clear that accents indicate an individual’s ethnic group, background, socioeconomic status and more. Nguyen reinforces the fact that attitudes towards individuals (immigrants or international students) of Non-Standard English are often unfavourable. For this reason, individuals with accents have numerous informal and formal networks such as tutors and educational institutions in order to reduce the strain. Nguyen assumes that outsiders travel to the United States for several reasons; such as the construction of a better life and the achievement of the American dream. Moreover, the United States commitment ‘of freedom, equality, and economic opportunity’, is an area that is under discussion (Nguyen, 1993, p.1326). Nonetheless, outsiders with accents will come across difficult situations such as access to work, health care and education. Furthermore, the Equal Employment Opportunity Commission (1965) mentions that discrimination built on accent is unfair treatment. In addition, individuals with little form of Standard English are seen to have various concerns. As the authors state, ‘English education programs are designed to correct or remedy those problems’ (Brodkey, 1991 as cited in Wiley & Lukes, 1996, p.517). This demonstrates, that individuals with no access to social and educational institutions, are excluded from active …show more content…
She maintains a firm belief that teachers from time to time must be unaware of the modifications between the local vernacular and Standard English in education environments. In other words, this means that teachers notice the modifications as forms of standard mistakes. Cheshire mentions that ‘standard English tends to be spoken by the educated, middle-class sections of the population, which are the sections that are generally accorded the greatest social prestige’ (Cheshire, 2006, p. 53). This demonstrates that English has an instrumental force and social stratification in communities. Cheshire indicates that individuals who realise that their verbal communication is not suitable in the school environment, turn out to be less driven and determined. It is critical to note that, on an individual level this can lead to emotions of self-doubt and further alienation from classmates. This is difficult, even for adolescents, as the search for one’s self is essential in most societies. In addition, adolescents observe Non-Standard English as a means to evaluate their ‘true’ selves and at the same time establish the teen character. Most individuals like Benwell and Stokoe (2006) as cited in Brady (2016) believe that identities can be understood as a measure of differences. She assumes that teachers should remove the use of Non-Standard English in education environments. As it can lead
Murray Munro (2013) outlines the outcomes …show more content…
She makes it clear that accents indicate an individual’s ethnic group, background, socioeconomic status and more. Nguyen reinforces the fact that attitudes towards individuals (immigrants or international students) of Non-Standard English are often unfavourable. For this reason, individuals with accents have numerous informal and formal networks such as tutors and educational institutions in order to reduce the strain. Nguyen assumes that outsiders travel to the United States for several reasons; such as the construction of a better life and the achievement of the American dream. Moreover, the United States commitment ‘of freedom, equality, and economic opportunity’, is an area that is under discussion (Nguyen, 1993, p.1326). Nonetheless, outsiders with accents will come across difficult situations such as access to work, health care and education. Furthermore, the Equal Employment Opportunity Commission (1965) mentions that discrimination built on accent is unfair treatment. In addition, individuals with little form of Standard English are seen to have various concerns. As the authors state, ‘English education programs are designed to correct or remedy those problems’ (Brodkey, 1991 as cited in Wiley & Lukes, 1996, p.517). This demonstrates, that individuals with no access to social and educational institutions, are excluded from active …show more content…
She maintains a firm belief that teachers from time to time must be unaware of the modifications between the local vernacular and Standard English in education environments. In other words, this means that teachers notice the modifications as forms of standard mistakes. Cheshire mentions that ‘standard English tends to be spoken by the educated, middle-class sections of the population, which are the sections that are generally accorded the greatest social prestige’ (Cheshire, 2006, p. 53). This demonstrates that English has an instrumental force and social stratification in communities. Cheshire indicates that individuals who realise that their verbal communication is not suitable in the school environment, turn out to be less driven and determined. It is critical to note that, on an individual level this can lead to emotions of self-doubt and further alienation from classmates. This is difficult, even for adolescents, as the search for one’s self is essential in most societies. In addition, adolescents observe Non-Standard English as a means to evaluate their ‘true’ selves and at the same time establish the teen character. Most individuals like Benwell and Stokoe (2006) as cited in Brady (2016) believe that identities can be understood as a measure of differences. She assumes that teachers should remove the use of Non-Standard English in education environments. As it can lead