A language education blog by Melissa J. Enns
In my last post (Interacting with Linguistic Capital and Teacher Agency), I alluded to the balance that language teachers must find between working within the bounds of educational policy and making accommodatons for inclusion, perhaps at times pushing the boundaries. I feel that the topic merits further attention.
Previously, I have mentioned processes which lead to the valuing of a standard dialect of a national language over other languages and dialects...
Have you ever stopped to question why you're not supposed to use ain't or end a sentence with a prepostion? Or the fact that, unless you're in very formal situation, you probably end sentences with prepositions all the time?
