Approach in Teaching Standard English to Native Speakers

incline is sp final staged by many a(prenominal) a(prenominal) good deal all nearly the earth. Different pack use it for dissimilar purposes in antithetic settings. The side of meat in the modern epochs is non considered as a unified and single unwritten communication because of many accompanimentor outs, wholeness of which is the diverse participation that has contributed to the development of the side terminology. Linguist had true a number of specialized term to pass judgment the contrasting managements passel nowadays use side of meat. The first oneness is due to the regional variations of the people. People in different regions like the US, Canada, London, Ireland, Australia, India or Asia befuddle different ways in victimisation the side of meat phraseology. These regional variations in different aras differ rattling much in speaking the position spoken communication all on its pronunciation, vocabulary or grammar. (Byrd, 1999)The sulp hur is the existing sub-regions within this ara. The US has many sub-regions existing also in England there be considerably many themeings to be considered. The third factor is that all English are different, but all of them are considered and share the common core, the English style. The quartern factor entails that in addition to the regional variations of English, English has sub-groups of speakers which are alike either in education or companionable status.(Byrd, 1999) There are features of pronunciation and grammar that are used to link people together belonging to a social group and as part of their social identity operator as members of the group.The fifth factors entails that English sess be categorized into subsets belonging to a certain sheath of communication, say the English language used by engineers, mathematicians, or a group of college trailchilds. The sixth factor attributes the variation on how English is scripted or spoken. This particular factor is kinda complex but the general belief is that there are differences attributed from example, a scripted research paper compare to a research presentation done in public. This area of stem is essential for English get a lineers of ESL/EFL for them to be able to sort which type of English to see, and how they canful in effect teach the type of English to use in a communication setting take into account with the role and conditions. Finally, linguist often times discuss the varieties of English ground on style. Style is often dissever into loose sub-groups which label things such as clod, neutral, and informal. (Byrd, 1999)STANDARD AND NON-STANDARD ENGLISHIn the parole of precedent English, the topic that greatly affects this interchange concerns with the use of terms and differentiation betwixt standard and non-standard English. Both of these terms essential be defined clearly ahead discussing the right sexual climax in principle threadbare English to native English speaking students. Biber et al. (1988) suggest that vernacular should be used to define the quantity English preferably than the tern non-standard because it somehow implies a detrimental con nonation to it.For professional teachers of English, they should be very careful with labeling and defining the sub-categories on English. English teachers are faced with issues such as first, with regards to the term standard which is a label in accordance with the people who are dominating a population and are likely to label the term to something that implies to having a prescription to use something that is labeled as standard.The term standard does non imply it being a emend or beat out form of English, it solely is a term governed by the sage service of standardization. Second, terms which describe the anatomy of English with un- or in this case, undereducated should be eliminated because of the negative connotations it chip ins. Third, there exists the actualization that a s chema is present in contrasting between standard and no-standard. This system gives little help in specifying the many sub groups of English speaking people based on the vocabulary, grammar or pronunciation. Fourth, it must be understood that any several(prenominal) must speak more than one version of English because in a diverse society, the skill is needed and can be used appropriately in everyday communication settings.APPROACH IN educational activity STANDARD ENGLISHIn todays academician curriculum, specifically in grammar, the debate is not really round grammar, but rather language. hackneyed American English should be taught to students for them to grasp the essential style in communicating the English language. Katz and St plains (1997) proposes that there should be a curriculum which is based on the model of foreign-language submerging computer programs that aims to teach students with specimen English to teach them the value and brain of English whether it may be in writing, speaking, reading or understanding.The authors attributed their proposal based on the observation that the traditional curricula in around schools through the traditional order has not been effective in reaching the students reading, writing, speaking, listening and grammar skills. Hatwell (1985) speculate suggests that even with the study on formal grammar rules the experience acquired by students is not translated into practice. in addition explained by Brosnahan and Neuieb (1995) mentions that one of the primary reasons why students are unable to transfer their knowledge into action is because teachers are not education the right method.The authors suggest that the best way is to create an environment in which students are comfortable in studying the complexities of grammar. afterwards their study, Brosnahan and Neulied conclude that teachers are likely to effectively teach the medium if they themselves like the topic and this in turn motivates their students to shoot. This is called the enthusiastic counseling burn down in grammar. Unfortunately, the study does not reflect the improvement on the students general facility with timeworn English.According to Weaver (1979), the isolated grammar precept could even hinder the language development, this situation because of the mentation that the situation entails students closing off among their peers. Rather than practicing the formal ideas in the isolation instruction program, students are deprived of the time to either read, write and converse among their peers which could importantly help them in understanding cadence English.Krashen (1985) concluded in his study that the most efficient way to acquire a import language is through immersion. Standard English, in other areas in of the world are considered as their second language because basically, they do not use the language in everyday settings and situations. The immersion approach pass on relinquish students to learn Standa rd English in a situation and environment where they can interact with their peers, and use the language in the direct communication process of the program.Only after which student learns the staff of the second language do they learn about the language itself, and this in the end give refine their usage and style. assiduity program provide succeed as a method for teaching Standard English to native English speakers because it initiates the process by which children acquires their first language. This is accredited to the fact that children learn language holistically, first, through the immersion at home, and this leads to their understanding and communication ideas about their surroundings and with other people.Through immersion, children are horny continuously through their first language. To affectively teach this approach, it should encompass areas in speaking, writing, listening, and reading activities. Also, different activities should constantly be referring to this met hod for it to be effectively to be proven in a normal classroom setting. The school administrators should also take their role in being committed with this kind of approach they should be the one to facilitate a cross-curricular immersion environment that explicitly uses the Standard English to emphasize its subjects.Teachers of the immersion curriculum should also work in teams to allow the continuum process of learning for both students and teachers. This will entail a positive rush that will keep students motivated and will provide an environment where cooperation is included in every class. It must be note though that the ducking approach will not benefit all students, wholly those students in an environment where Standard American English is used poses as the best environment to which the approach can be adapted.CONCLUSIONThe traditional instruction of English is seen as ineffective and the need for a language curriculum that adapts to the developing needs of the students t o render linguistically competitive is realized. Current grammar instruction and traditional methods had failed to de sufferr the appropriate language and communicating skills to the students. This is the problem that the Immersion program wishes to solve. Standard English, considered as a second language, enables students to effectively communicate with other people that comprise the diverse society we live in today. This will help them pay back competent and confident later on in their lives. Discreet lessons concerning prescriptive grammar is not evidently shown in the students language composition or their oral communicating skill, thus, the Immersion program aims to bring literacy, composition and communication together for students to overlord the essential concepts of Standard American English.ReferencesBIBER, D., ET AL. (1988) sportswoman Across Speech and Writing, Cambridge, Cambridge University Press.BROSNAHAN, I. A. N., J. (1995) Teaching Grammar Affectively discipli ne to Like Grammar Porthsmouth, N.Y, Boyton/Cook.BYRD, P. (1999) Standard & Non-Standard English The Dangers of Ill-defined Concepts.HARTWELL, P. (1985) Grammar, Grammars, and the Teaching of Grammar. College English, 47, 105-127.KRASHEN, S. (1985) Inquiries and Insights Second address Teaching, immersion, and Bilingual Education, Hayward, CA, Almany Press.STEVENS, K. A. (1997) Standard English Immersion for Native Speakers PIPA.WEAVER, C. (1979) Grammar for Teachers, Urbana, IL, NCTE.