Abstract
Formal educational policies for the treatment of non-standard varieties in schools are conspicuous by their absence in most educational systems. Where they do exist, their net effect is usually to strengthen the position of the standard variety in formal education (see Poulson, Radmor & Turner-Bisset 1996). Yet in any language community, including all monolingual societies, there is a range of non—standard varieties that is used by closely knit social or ethnic groups. These varieties are brought into the work of the school in one way or another. Children coming from these backgrounds often possess two or more varieties which they use in their everyday language, perhaps one variety used in the home, another in the peer group, and a third in the school. Largely as a result of the school’s influence, this last variety may come to be very close to the standard variety.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
