Breaking the “Standard English” Barrier: Logistics

As seen in our previous entry, the normalized dominance of ‘standard English’ is quickly beginning to become a significant detriment to both the quality and outcome of education, whether creating a disparity in access or posing ethical problems or various other ever-growing issues. However, steps to actually achieve fair and improved education seem, at first, much less defined, so much that the matter of achievability has become a particular argument for critics of improved linguistic equity. As such, strategies for implementation should be a priority to be first looked at, broken down, and understood. 

One common criticism frequent in notably high-achievement settings like universities is that of rigor - that clarifying language and moving out of standard English formalities will lead to less challenge. But as a University of Michigan report states, rigor is far from associated with complicated educational premises. “When instructors view students through a deficit lens—a perspective that attributes students’ academic challenges to their backgrounds or lived experiences rather than systemic barriers—they risk underestimating the students’ intelligence and potential.” The report’s analysis is simple: challenge should not be an artificial barrier; instead, it should serve as an actual test of real student capabilities for learning. By simply providing increased support, difficulty ceilings are maintained in a way that encourages all learners to work at their fullest capacity. 

The report also simultaneously provides examples of this practice. The process of scaffolding is one educational technique that serves to broaden understanding while making course material still engaging - rather than creating barriers of lengthy and difficult-to-process information all at once, distributing it evenly with tools such as glossaries for immediately accessible vocabulary. With scaffolding, the amount of information itself would be identical - the only difference would be the pace at which it would be understood. Social conditions are also key - asking questions should be far more normalized than it currently is with stigma surrounding misunderstanding, and environments cannot just be passive but engaging and open towards students who come from backgrounds dealing with language barriers. 

Ultimately, as daunting as they may seem, language barriers are not truly impenetrable. Plenty of avenues exist as to how to successfully move past their constraints - the only question being whether educational institutes will choose to adapt to them. Once again, what truly matters in the face of change is whether we will be able to see the growing realities of it - and act in turn to ensure a better outcome for all.