Approach in Teaching Standard English to Native Speakers

incline is utilize by many a(prenominal) people all around the world. Different people commit it for different purposes in different settings. The side of meat in the modern magazines is not considered as a incorporate and single speech beca part of many detailors, whizz of which is the versatile society that has contributed to the discipline of the side spoken colloquy. Linguist had developed a number of specialized term to tick off the different expressive styles people nowadays use incline. The offshoot one is due to the regional variations of the people. People in different regions analogous the US, Canada, London, Ireland, Australia, India or Asia have different ways in using the side of meat expression. These regional variations in different beas differ very much in let the cat out of the baging the position language either on its pronunciation, vocabulary or grammar. (Byrd, 1999)The second is the existing sub-regions within this region. The US has man y sub-regions existing to a fault in England there be considerably many conclaveings to be considered. The ordinal factor is that all English atomic number 18 different, but all of them are considered and share the common core, the English language. The fourth factor entails that in summing up to the regional variations of English, English has sub-groups of speakers which are alike either in procreation or social status.(Byrd, 1999) There are features of pronunciation and grammar that are used to link people together belonging to a social group and as part of their social identity as members of the group.The fifth factors entails that English can be categorized into subsets belonging to a certain pillow slip of communication, say the English language used by engineers, mathematicians, or a group of college learners. The sixth factor attributes the variation on how English is pen or spoken. This particular factor is quite complex but the superior general idea is that there are differences attributed from example, a written research newspaper compare to a research presentation done in public. This area of topic is inherent for English studyers of ESL/EFL for them to be able to sort which character of English to teach, and how they can effectively teach the type of English to use in a communication setting appropriate with the situation and conditions. Finally, linguistic scientist often times discuss the varieties of English based on fashion. Style is often divided into loose sub-groups which label things such as formal, neutral, and informal. (Byrd, 1999)STANDARD AND NON-STANDARD ENGLISHIn the discussion of streamer English, the topic that greatly affects this discussion concerns with the use of terms and differentiation between standard and non-standard English. twain of these terms must be defined clearly before discussing the discipline approach in teaching Standard English to native English speaking students. Biber et al. (1988) sugges t that vernacular should be used to define the Standard English rather than the tern non-standard because it somehow implies a contradict connotation to it.For master teachers of English, they should be very careful with labeling and defining the sub-categories on English. English teachers are faced with issues such as first, with regards to the term standard which is a label in accordance with the people who are dominating a universe of discourse and are likely to label the term to something that implies to having a prescription to use something that is labeled as standard.The term standard does not evince it being a better or best form of English, it scarcely is a term governed by the rational process of standardization. Second, terms which retrace the variety of English with un- or in this case, uneducated should be eliminated because of the negative connotations it brings. Third, there exists the realization that a system is present in tell between standard and no-standar d. This system gives little help in specifying the many sub groups of English speaking people based on the vocabulary, grammar or pronunciation. Fourth, it must be understood that any individual must speak more than one version of English because in a diverse society, the skill is needed and can be used appropriately in everyday communication settings.APPROACH IN TEACHING STANDARD ENGLISHIn todays academic plan, specifically in grammar, the debate is not really well-nigh grammar, but rather language. Standard American English should be taught to students for them to keep the essential style in communicating the English language. Katz and Stevens (1997) proposes that there should be a curriculum which is based on the model of foreign-language denseness programs that aims to teach students with Standard English to teach them the value and understand of English whether it whitethorn be in writing, speaking, reading or understanding.The authors attributed their proposal based on the observation that the traditional curricula in most schools through the traditional method has not been effective in reaching the students reading, writing, speaking, audience and grammar skills. Hatwell (1985) study suggests that even with the study on formal grammar rules the knowledge acquired by students is not translated into practice. Also explained by Brosnahan and Neuieb (1995) mentions that one of the primary reasons why students are unable to transfer their knowledge into action is because teachers are not teaching the right method.The authors suggest that the best way is to create an surround in which students are comfortable in studying the complexities of grammar. After their study, Brosnahan and Neulied conclude that teachers are likely to effectively teach the medium if they themselves like the topic and this in turn motivates their students to learn. This is called the enthusiastic commandment approach in grammar. Unfortunately, the study does not reflect the imp rovement on the students general easiness with Standard English.According to Weaver (1979), the isolated grammar instruction could even hinder the language development, this situation because of the idea that the situation entails students isolation among their peers. quite than practicing the formal ideas in the isolation instruction program, students are deprived of the time to either read, write and converse among their peers which could significantly help them in understanding Standard English.Krashen (1985) concluded in his study that the most efficient way to acquire a second language is through immersion. Standard English, in other areas in of the world are considered as their second language because basically, they do not use the language in everyday settings and situations. The immersion approach exit abide students to learn Standard English in a situation and environment where they can interact with their peers, and use the language in the direct communication process of the program.Only after which student learns the efficacy of the second language do they learn about the language itself, and this in the end will refine their usage and style. density program will succeed as a method for teaching Standard English to native English speakers because it initiates the process by which children acquires their first language. This is accredited to the fact that children learn language holistically, first, through the immersion at home, and this leads to their understanding and communication ideas about their surroundings and with other people.Through immersion, children are stimulated continuously through their first language. To affectively teach this approach, it should encompass areas in speaking, writing, listening, and reading activities. Also, different activities should eternally be referring to this method for it to be effectively to be proven in a normal classroom setting. The school administrators should also take their intent in being co mmitted with this kind of approach they should be the one to facilitate a cross-curricular immersion environment that explicitly uses the Standard English to emphasize its subjects.Teachers of the immersion curriculum should also work in teams to allow the continuum process of learning for both students and teachers. This will entail a optimistic direction that will keep students motivated and will provide an environment where cooperation is included in every class. It must be noted though that the tightness approach will not benefit all students, only(prenominal) those students in an environment where Standard American English is used poses as the best environment to which the approach can be adapted.CONCLUSIONThe traditional instruction of English is seen as ineffective and the need for a language curriculum that adapts to the developing needs of the students to become linguistically competitive is realized. Current grammar instruction and traditional methods had failed to deli ver the appropriate language and communicating skills to the students. This is the problem that the Immersion program wishes to solve. Standard English, considered as a second language, enables students to effectively excrete with other people that comprise the diverse society we live in today. This will help them become competent and confident later on in their lives. Discreet lessons concerning prescriptive grammar is not evidently shown in the students language composition or their oral communicating skill, thus, the Immersion program aims to bring literacy, composition and communication together for students to master the essential concepts of Standard American English.ReferencesBIBER, D., ET AL. (1988) Variation Across Speech and Writing, Cambridge, Cambridge University Press.BROSNAHAN, I. A. N., J. (1995) Teaching Grammar Affectively acquire to Like Grammar Porthsmouth, N.Y, Boyton/Cook.BYRD, P. (1999) Standard & Non-Standard English The Dangers of Ill-defined Concepts.HARTW ELL, P. (1985) Grammar, Grammars, and the Teaching of Grammar. College English, 47, 105-127.KRASHEN, S. (1985) Inquiries and Insights Second talking to Teaching, immersion, and Bilingual Education, Hayward, CA, Almany Press.STEVENS, K. A. (1997) Standard English Immersion for Native Speakers PIPA.WEAVER, C. (1979) Grammar for Teachers, Urbana, IL, NCTE.