Paper Summary:

In this article, the writer notes that while many consider the classroom to be a common ground that provides the same opportunity for all students, some students face a more challenging learning environment from the moment they step into the classroom because of the language barrier. Focusing on students in third year classrooms, the writer discusses that students' use of formulaic language quickly makes native speakers assume ethnic characteristics and, therefore, subjects the formulaic language speaker to potential stereotyping, teaching, and persecution. As the opportunities for students to take classes in a variety of locations and countries around the world increases, so too increases the number of students who suffer academic and social woes because they use formulaic speech instead of the standard language of instruction. The writer concludes that while the adverse effects of using this language may have strong implications for a child's education, teachers can also use the situation as a teaching opportunity for both ethnic stereotyping and linguistic skills.

From the Paper:

"Although it has been recently publicized in the United States, this problem is not unique to Americans. Instead, as the world becomes more of an international marketplace, education has become a good traded on that market. For instance, the European Union has made it easier for students to traverse country boarders in pursuit of a better education; international schools have arisen in Asia, Eastern Europe, and in other locations; and international exchange programs allow students to travel freely across the world to learn. Even in their own country, many students' use of non-standard language variations--such as dialects--makes it difficult for them to have an understanding of the standard language. Students in these situations, who speak the language of instruction only as a second or third language, often use formulaic language to get by."

Sample of Sources Used:

• Hamilton, Kendra. (2005). The Dialect Dilemma. Black Issues in Higher Education. 22 (5), 34-36.
• O'Neil and Gish. (2008). Customer did not provide the rest of the citation.
• Pearson, David P., Hiebert, Elfrieda H., Kamil, Michael L. (2007). Theory and Research into Practice: Vocabulary Assessment: What We Know and What We Need To Learn. Reading Research Quarterly. 42 (2), 282-296.
• Perez, Samuel A. (2000). Using Ebonics or Black English as a Bridge to Teaching Standard English. Contemporary Education. 71 (4), 34.
• Gitlin, Andrew, Buendia, Edward, Crosland, Kristen, Doumbia, Fode. (2003). The Production of Margin and Center: Welcoming-Unwelcoming of Immigrant Students. American Educational Research. 40 (1), 91-122.

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