Non-Standard English and Education

This chapter reviews the long-standing debate on ‘standard’ and ‘non-standard English’ in education, highlighting differences in approach not just between policymakers and professional linguists but also within the academic community. It introduces a language ideological framework that treats ‘standard’ and ‘non-standard’ English as social constructions rather than linguistic fact, and presents research evidence to debunk common myths about ‘non-standard’ English that circulate in education (for example, that ‘non-standard’ speech will impede progress towards fully-fledged literacy). The chapter ends with reflections on the role sociolinguists have played in educational debates, with suggestions for future work. Ultimately, the chapter makes the case that sociolinguists should adopt a critical, language ideological approach in order to expose and challenge the hierarchies and educational inequalities reproduced through standard language ideology.