Is it true that AAVE is spoken in federal government in the US?

[Molly]

[Jamie (K)]

[Molly]

[Jamie (K)]

[Molly]

[Jamie (K)]

Two million is a larger number than you'll find in countries like Germany, where home schoolers get arrested. Two million is half the population of Slovakia.

The same organization doesn't have figures for how many teachers help students understand the differences between dialects and standard English for a number of reasons:

1. We don't have a police state, and there are no spies in the classrooms to note down every little thing that happens.

2. It's more urgent that kids learn literacy skills in standard English, which many schools don't do a good job at.

3. Most school teachers aren't the world's brightest people, and they aren't competent to explain dialect differences to children or to anyone. In a typical university class in introductory linguistics, about half the education students fail the class or have to drop out. The content is 7th- and 8th-grade material in Central Europe, but American education students find it so hard that they think it's unreasonable for them to have to learn it.

4. Too much class time is already eaten up by other groups' pet agendas and various types of brainwashing mandated by political constituencies.

[Molly]

[Yankee]

Hi Molly

How do teachers in Nigeria address these sorts of "dialect discrimination" issues?

How do teachers in Spain address these sorts of issues?

What has "hubby" told you about how these sorts of issues are addressed in the UK?
.

[Molly]

[Yankee]

.
How does your "hubby" handle "dialect discrimination" at the academy?
.

[Stew.t.]

Hi

I am also interested if he follows the European Common Framework?

And how, if he has a dialectical diverse choice of teachers, this fits to the framework?

cheers stew.t.
_________________
Please meet Stewart Tunncilff

[Molly]

[Molly]

[Jamie (K)]

There was nothing strange about my answers, Molly.

It's easy to keep track of home-schooled kids, because in most states they have to report for assessment, so that it's assured that they are learning up to standard.

It's NOT easy to keep statistics on what is taught INSIDE the classroom, because you'd need someone in the classroom all the time to tell you what is being taught. The administrators can tell you what the curriculum is, but they don't know for sure what is going on.

Examples:

-- In the year my niece's elementary school class was supposed to be taught US history and North American geography, the teacher decided she preferred to teach them about ancient Egypt instead that year. It was the first year their social studies lessons had been about anything other than sub-Saharan Africa. She went into her civics classes knowing nearly nothing about the history of the US or where anything was, but she knew all about Africa. (This is called "multiculturalism". It's teaching a foreign culture instead of the student's own culture.)

-- Many of my university students had to do their teaching internships in schools that officially forbade the teaching of grammar. However, unbeknownst to the administration, many teachers were, in fact, teaching grammar by giving it vague names in their lesson plans, such as "daily oral language". The administrators didn't know what this was, but it sounded innovative, so the teachers were praised for being "creative", rather than being punished for teaching grammar.

Besides, your whole premise is absurd. Kids in Baltimore or some other city don't need to be taught the differences between the standard form and the local dialects, because they hear them all the time. To the extent that they are taught the difference, it is taught in an ad hoc manner in order for them to learn standard English.

Do teachers in Liberia and other West African countries teach their children the differences between standard English and creole? If they do, they don't do a very good job of it, because many of them finish high school having trouble distinguishing between them, and when they come to the US, they wind up in ESL.

[Molly]