The Logic of Nonstandard English. Labov, W. In Report of the Twentieth Annual Roundtable Meeting on Linguistics and Language Studies: Linguistics and the Teaching of Standard English to Speakers of Other Languages and Dialects., of Monograph Series on Languages and Linguistics, pages 1–44. Georgetown University Press, Washington D.C., 1969. abstract bibtex The traditional view of nonstandard English held by many public school teachers is that it is an illogical form of speech; that when children are taught the standard forms they are also being taught to think logically. Linguists have endeavored for many years to show that differences in language are matters of social convention established by historical processes which shift continually the social prestige of dialect vari- ants. Recent programs for teaching the 'culturally disadvantaged', particularly those of Karl Bereiter and his associates, have revived the notion that nonstandard dialects are illogical, attributing poor educational performance to cognitive disabilities reflected in language. The educational programs proposed are based upon sociological and linguistic misinterpretations of the data. The linguistic behavior reported by Bereiter is merely the product of a defensive posture which children adopt in an alien and threatening situation. Such behavior can be produced at will in any group of children and can be altered by changing the relevant sociolinguistic variables. There are many important questions concerning the cognitive correlates of syntactic complexity which current research technique has not yet answered. At present, there is no basis for attributing poor educa- tional performance to the grammatical and phonological characteristics of any nonstandard dialect of English.
@incollection{alatis_logic_1969,
address = {Washington D.C.},
series = {Monograph {Series} on {Languages} and {Linguistics}},
title = {The {Logic} of {Nonstandard} {English}},
abstract = {The traditional view of nonstandard English held by many public school teachers is that it is an illogical form of speech; that when children are taught the standard forms they are also being taught to think logically. Linguists have endeavored for many years to show that differences in language are matters of social convention established by historical processes which shift continually the social prestige of dialect vari- ants. Recent programs for teaching the 'culturally disadvantaged', particularly those of Karl Bereiter and his associates, have revived the notion that nonstandard dialects are illogical, attributing poor educational performance to cognitive disabilities reflected in language. The educational programs proposed are based upon sociological and linguistic misinterpretations of the data. The linguistic behavior reported by Bereiter is merely the product of a defensive posture which children adopt in an alien and threatening situation. Such behavior can be produced at will in any group of children and can be altered by changing the relevant sociolinguistic variables. There are many important questions concerning the cognitive correlates of syntactic complexity which current research technique has not yet answered. At present, there is no basis for attributing poor educa- tional performance to the grammatical and phonological characteristics of any nonstandard dialect of English.},
booktitle = {Report of the {Twentieth} {Annual} {Roundtable} {Meeting} on {Linguistics} and {Language} {Studies}: {Linguistics} and the {Teaching} of {Standard} {English} to {Speakers} of {Other} {Languages} and {Dialects}.},
publisher = {Georgetown University Press},
author = {Labov, William},
editor = {Alatis, James E.},
year = {1969},
keywords = {Edited Volume},
pages = {1--44},
}
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