Best Practices in the Multidialectal High School English Class: Implementing Code-switching and Code-meshing

Abstract

Linguists define dialect as a form of a language, and they agree that all dialects are equally legitimate forms of the language. The stratification of dialects, however, is based on social hierarchies and results in some dialects being privileged and others carrying stigma. The bias against nondominant dialects results in language discrimination and limits one’s access to social power. This inequity gives rise to additional obstacles that impede academic success for students who speak a nondominant variety. A significant portion of those obstacles can be addressed with appropriate teacher training and the incorporation of language studies in the secondary English classroom. Language studies will benefit students who speak the dominant dialect by preparing them for interactions with the wide varieties of English they will encounter in the increasingly diverse and global workforce. Students who speak nondominant dialects will be equipped with the tools to navigate and challenge the standard language ideology.