The article “Teaching Standard English: Whose Standard” by Linda M. Christensen might be seen as controversial due to her advocacy regarding English education techniques utilized to teach proper English to grade school students in America. Particularly, Christensen believed English teachers should be able to focus more on a personalized method of teaching that allow students to engage and elaborate on a topic of interest. The author believed that implementing a more personalized strategy on the student would uncover and explode student’s creativity and ingenuity. Eliminating the over exaggerated importance of proper English mechanics will more likely diminish the fear the education system has instilled upon students. Furthermore, Christensen believes that a shift in English teacher’s traditional mentality will transfer their focus from the rules of standard English to a more meaningful process that would reach the core of the student’s experience in the English process.
The chapter then goes into a discussion of “social pyschological theories about literacy, race and social class in research and educational policy” (p.137), including the deficit and deprivation approaches and the teaching Standard English as a Second Dialect (SESD) approach of the 1970s, which included some dialect materials. She observes:
To Teach Standard English or World Englishes
The multilingual nature of the region is one of the factors that affect the teaching of Standard English in the Caribbean. The Caribbean region is one that is wide, consisting of European languages like Spanish, French, Dutch and English, to new language varieties called Creole languages to the indigenous languages of the first peoples in Belize and Guyana. Some