The story about a school in Middlesbrough taking a stern line on non-standard English caught my eye the other day, as did Tom Chivers' take on it.
I agree with Chivers and Wallace that the interests of the learner count most: rightly or wrongly, children will become adults who will be judged on how they speak, and anyone who claims not to judge others by what comes out of their mouths has lies coming out of their own. But I would add that clear communication demands quite a high degree of formalised English. I can (usually, pretty much) understand what any of my fellow Glaswegians are saying to me, but a non-native English-speaking visitor (or even a non-Glaswegian native English speaker) might find himself completely confused by the local vernacular — as when my guest from London was surprised to find two sausages in his 'single sausage' order. Expect plenty of similarly sidesplitting examples of native miscommunication when we host the Commonwealth Games next year.
It's both more considerate and more efficient to be able to speak and write in a recognised and clear form of English. That's not to deny the richness that regional language adds to British culture and the English language; it often saddens me to hear people in parts of East Anglia or the southwest speaking a homogenised estuary English when two generations ago they would have had a distinctly local accent and vocabulary. I don't envy teachers the task of finding the right balance between preserving this heritage while instilling a globally vital form of communication. Perhaps we should count ourselves lucky that, as English speakers, it's only local forms facing extinction, and not our whole language.
There's also a third category of people (usually politicians, academics or middle managers in large organisations) who think that because they don't use local slang they're in command of 'proper' English, but whose idea of communication is to stuff sentences with jargon, obfuscation and words that generally add nothing to the meaning. This often comes down to a lack of intellectual confidence: they imagine that plain English is somehow unsophisticated English, or try too hard to compensate for not having much of interest to say.
The sad truth is that this lack of confidence often stems from something missing in their own schooldays — so perhaps we should applaud anything to prevent the urchins of Middlesbrough becoming the bullshitters of tomorrow.
I agree with Chivers and Wallace that the interests of the learner count most: rightly or wrongly, children will become adults who will be judged on how they speak, and anyone who claims not to judge others by what comes out of their mouths has lies coming out of their own. But I would add that clear communication demands quite a high degree of formalised English. I can (usually, pretty much) understand what any of my fellow Glaswegians are saying to me, but a non-native English-speaking visitor (or even a non-Glaswegian native English speaker) might find himself completely confused by the local vernacular — as when my guest from London was surprised to find two sausages in his 'single sausage' order. Expect plenty of similarly sidesplitting examples of native miscommunication when we host the Commonwealth Games next year.
It's both more considerate and more efficient to be able to speak and write in a recognised and clear form of English. That's not to deny the richness that regional language adds to British culture and the English language; it often saddens me to hear people in parts of East Anglia or the southwest speaking a homogenised estuary English when two generations ago they would have had a distinctly local accent and vocabulary. I don't envy teachers the task of finding the right balance between preserving this heritage while instilling a globally vital form of communication. Perhaps we should count ourselves lucky that, as English speakers, it's only local forms facing extinction, and not our whole language.
There's also a third category of people (usually politicians, academics or middle managers in large organisations) who think that because they don't use local slang they're in command of 'proper' English, but whose idea of communication is to stuff sentences with jargon, obfuscation and words that generally add nothing to the meaning. This often comes down to a lack of intellectual confidence: they imagine that plain English is somehow unsophisticated English, or try too hard to compensate for not having much of interest to say.
The sad truth is that this lack of confidence often stems from something missing in their own schooldays — so perhaps we should applaud anything to prevent the urchins of Middlesbrough becoming the bullshitters of tomorrow.
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