JENIFFER RUIZ NAVARRO 051350482009

SEMESTER V

APPLIED LINGUISTCIC

YULE, G. (1985). THE STUDY OF LANGUAGE. CHAPTER 19: LANGUAGE VARIETIES

In the opinion of some, some regional dialect speakers suffer from a form of Linguistic deficit. In its stronger form, this view states that something is actually missing from the linguistics repertoire of some children (Speaking the non-standard dialect) who enter the school system. It is then argued that is the duty of the school system to discourage the use of non-standards dialects and to provide these children with what they have been missing in their language. Do you agree or disagree with this point of view? How does this argument relate to those children whose first language is Spanish, Hindi, Urdu or a Creole when they enter the Englishspeaking school system?

I agree with non-standard dialects enters the school system to preserve it because cannot deny their original and force to adapt a dialects by which they have never been used. It could do like in other country divide those dialect according the economic and politic, in this case by regions, ethnicities. But this way is not guaranteed that the dialects couldnt be missing because if those dialects involve into the system to affect in the languages and there will be a mixing of varieties of dialects which would be lost their original dialects like the own language. For example if a child and his family were obligated to leave his life rural and he starting study in a school Urbana where his dialect is ignored by his new community . In this case the child has to adapt it and his dialect use especially in home. For those children whose first language is Spanish, Hindi, Urdu or a Creole enter the English school systems need to adapt like the example before but the language could be endangered due to their combination between those languages.