Valeria Hernandez

Synthesis essay

Who Decides What “Correct” Standard English Is ?

When students walk into an English classroom, they are almost immediately told that there is a right and wrong way to speak and write. The right way is called “correct” Standard English, and it is treated like a rule that everyone should already understand. Teachers, textbooks, and standardized tests all push this idea without really explaining where it comes from. But when I think about it more, it starts to feel strange. Who actually decided what correct English is, and why does school treat it like the only acceptable way to communicate?

A lot of people believe Standard English is just English done the right way, but linguists argue that this isn’t true. In the Cambridge article “There’s No Such Thing as Standard English,” linguist Philip Kerr explains that “there is not just one Standard English: there are several Standard Englishes.” This means English changes depending on where it is spoken, such as American English, British English, or Australian English, and all of these can still be considered standard. Kerr also explains that “most L1 speakers are also learners of their standard variety of English,” which shows that people usually do not grow up speaking Standard English naturally. They learn it later through school. This already challenges the idea that Standard English is the most natural or correct form of language.

This makes me question why schools rely on Standard English so heavily. If most people don’t speak it at home and have to learn it later, then why is it used as the main way to judge intelligence and ability? Kerr explains that Standard English became dominant because of power. He writes that it was based on “dialects spoken in London and the East Midlands for spelling and grammar, and the accent of the high society in London for pronunciation.” This shows that Standard English was not chosen because it was better, but because it was spoken by people in control of institutions like schools and governments. Over time, this way of speaking became associated with education and success.

Because of this history, schools today continue to enforce Standard English as the norm without really questioning it. Students who speak differently at home are often told they are wrong, even if their ideas are strong and clear. This creates an unfair system where language becomes a barrier instead of a tool for learning. Instead of focusing on what students are saying, schools often focus on how they are saying it.

This way of thinking has existed in education for a long time. Linguist William Labov, in A Study of Non-Standard English, explains that “American education has always considered the non-standard or sub-standard form of speech used by children to be an imperfect copy of standard English.” This quote shows that schools have historically viewed non-standard English as something broken rather than something different. This mindset causes teachers to correct students constantly instead of building on the language skills they already have.

The problem with this approach is that non-standard English is not random or sloppy. It follows rules and patterns just like Standard English does. Linguists have proven this again and again, yet schools still treat non-standard language like a mistake. When students hear their way of speaking being corrected all the time, it can make them feel embarrassed or less intelligent. This can affect how comfortable they feel participating in class or expressing their ideas.

This issue becomes even more serious when race and class are involved. In the article “Should Non-Standard English Be Taught in Schools?” linguist Patriann Smith explains that “varieties of Non-Standardized English spoken in some communities of color have traditionally been seen as incorrect and inferior, especially by schools and government institutions.” This shows that language judgments are not neutral. They are connected to social bias and power. Students who speak African American Vernacular English or other non-standard varieties are often judged more harshly, even though their language works perfectly fine in real life.

Smith goes further and explains that when teachers only allow Standard English in the classroom, “they highlight cultural differences and send the message that white, middle-class culture is superior to others.” This is a powerful statement because it shows how enforcing Standard English too strictly can send harmful messages to students. It tells them that success requires sounding like a specific group of people, and that their own background is something they need to change or hide.

Another important point Smith makes is that language diversity exists everywhere. She writes that “rather than thinking about language as nation-based… people speak differently even within a country based on their cultural backgrounds.” This means schools should expect language differences instead of treating them like problems. Students come into classrooms already fluent in their own ways of speaking, and those ways are connected to their identity and community.

Another issue is that schools often care more about grammar rules than communication. Students might have strong ideas but still get lower grades because their writing does not match Standard English perfectly. This makes learning feel more about avoiding mistakes than about thinking critically or expressing ideas. Language should be about meaning, not just correctness. Amy Tan shows this clearly in “Mother Tongue” when she explains that her mother’s English, even though it was seen as “broken,” was still powerful and meaningful. Tan writes that “my mother’s English almost had an effect on limiting my possibilities in life,” showing how language judgment can affect how people are treated, not how capable they actually are.

Research on education supports this idea. Studies on linguistically diverse classrooms show that when teachers respect students’ home languages, students feel more included and engaged. When educators see language diversity as a strength instead of a problem, classrooms become more supportive environments. This helps students focus on learning instead of worrying about sounding wrong.

Standardized testing also plays a role in this problem. Most standardized tests are based on Standard English, which puts students who speak non-standard English at a disadvantage. Their knowledge and skills may not be accurately reflected because the test values one specific way of using language. This reinforces inequality and makes it harder for some students to succeed.

Another important concept connected to this issue is code-switching. Many students already know how to change how they speak depending on the situation. They might speak one way at home, another way with friends, and another way in school. This shows linguistic skill, not weakness. Instead of punishing students for using non-standard English, schools could help them learn when Standard English is useful while still respecting their home language.

When schools over-enforce Standard English, they also limit creativity. Writing becomes less about voice and more about following rules. Students may become afraid to take risks or express themselves honestly. This can especially affect students who already feel like they don’t belong in academic spaces.

At the end of the day, Standard English is not a natural rule of language. It is a social decision made by people in power, and schools continue to enforce it without questioning who it benefits. As Philip Kerr shows, there are many Standard Englishes, not just one. As Patriann Smith, William Labov, and Amy Tan all show, treating non-standard English as inferior causes real harm to students.

If schools truly care about education and fairness, they should rethink how they treat Standard English. It should be taught as a tool, not as a measure of intelligence or worth. Language diversity should be respected, not punished. English does not belong to one group of people, and there should not be only one “correct” way to use it.

MLA FORMAT WORK CITED PAGE

Kerr, Philip. “There’s No Such Thing as Standard English.” Cambridge University Press, 24 Feb. 2020,

www.cambridge.org/elt/blog/2020/02/24/no-such-thing-as-standard-english/.

Labov, William. A Study of Non-Standard English. National Council of Teachers of English, 1969.

Smith, Patriann. “Should Non-Standard English Be Taught in Schools?” Federation of Associations in Behavioral & Brain Sciences (FABBS), 22 Mar. 2017,

fabbs.org/news/2017/03/should-non-standard-english-be-taught-in-schools/.

Tan, Amy. “Mother Tongue.” The Norton Reader, edited by Melissa A. Goldthwaite et al., 14th ed., W. W. Norton & Company, 2016, pp. 446–452.