English Language Ideology

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Speak “Right” English: The Unconstitutional Standard English Language Ideology.
In this essay, I question the validity of Standard English Language Ideology. Moreover, I employ the researches done by Nelson Flores and Jonathan Rosa, Samy Alim and others to support my argument that the introduction of Standard English Language violates rights owned by American citizens, especially those minorities whose first language is not English. This includes the right of free speech, press and religion, the right of equality and non -discrimination, and the right to science and culture. By revealing such an unjustified case, I emphasize there is a problem caused by a single language ideology reproduced by educational institutions, resulting in depriving
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For those English learners, making a grammar or a spelling mistake must have happened at some point in their study. The judgement of mistakes is based on a common belief: Standard English Language Ideology (SELI), which is the form of English language used by Anglo Saxon people. At present, most of the educational institutions in the US regulate students to develop their English under this ideology. Consequently, it has become a part of the common sense for people to follow its rules in daily life. However, most people do not aware that Standard English Language Ideology violate the individual’s rights given by the constitution. The first amendment of Constitution says every citizen has freedom in speech, religion and press, but in reality educational institutions show the contrary. Educational institutions developed Standard English Language ideology and carry out national widely. However, Rosa and Burdick, in their book The Oxford Book of Language and Society, point out the ideology itself is similar to the religious rituals, which are public believes based on nothing (111). Therefore, it is unjustified to force everyone to accept it,…show more content…
Thomas Brown, in his book High Impact Teaching, emphasizes the importance to understand students’ background in the perspective of instructors in order to provide better education (35). The same reason can apply to language training centers. For example, there are many Asian international students study in UCI, whose mother languages are taught in current classes and recognized as a part of the academic achievement. Students in educational institutions studying bilingual classes acquire better comprehension of the knowledge. This can be explained by the fact that their home languages are also recognized officially, which avoids to alien those students from majority and provides them with
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