How should teachers respond when students' spoken dialects differ from academic English?

The most effective response for teachers when students' spoken dialects differ from academic English is to affirm students' differences while guiding them toward greater ease in translating. This approach acknowledges the value of a student's home language or dialect, fostering a sense of identity and cultural pride. By affirming these differences, teachers create a supportive learning environment that encourages students to embrace their linguistic backgrounds.

Simultaneously, guiding students toward greater ease in using academic language helps them develop essential skills necessary for academic success. This includes providing explicit instruction on the conventions of academic English, modeling appropriate language use, and offering practice opportunities that bridge their spoken dialect with academic norms. Such support promotes language development without invalidating the student's linguistic identity, leading to increased confidence and engagement in learning.

Fostering this balance encourages a more inclusive classroom where all students can feel valued and empowered to learn.