1. As a teacher of English, how can these texts inform your teaching?

a. They teach you to accept different dialects rather than judging students by their dialects (intelligence, abilities, personalities).

b. Helps you understand cultural, regional, social, economic, racial differences in students and dialects, which can improve teaching and

        learning by being able to customize classroom activities, writing assignments, and assessment practices.

c. If in a remedial course, students could be placed due to their dialect as opposed to actual composition/cognitive thinking issues.

2. Why does CCCC advocate that all teachers be educated about these language differences?

a. To ward off ignorant judgments/assessments/assumptions of students and their writing abilities based on dialects and styles different from

        the status quo.

b. When we realize there is no true standard English, it makes it easier for teachers to accept dialectical differences amongst students.

c. Past English and teaching attitudes have leant to the negative public attitudes regarding dialects. By removing those attitudes in English

        classrooms today/tomorrow, we can have a better chance for larger public acceptance of different dialects.  Could even open up doors for
        different languages entirely, and could inform political opinion.

3. In what ways is the information we discussed about American English true of all languages? Why?

a. Just like American English, other languages are made up of multiple dialects due to geographical, cultural, racial, social, or economic

        differences between language users.

b. Most languages have a Ďproperí format of their language, like edited American English, which they use for exclusion, class measure, and

        admittance into higher classes, education, politics, etc. (Mexicans/Castillian Spanish)(England/Queens English)

4. What is the responsibility of the English teacher? (To society, students, institution, colleagues)

a. English teachers should teach acceptance of dialects. There is no singular version of English that everybody agrees on. Itís the job of

        teachers to educate students and colleagues that different dialects donít equal stupidity.  Through educating and promoting awareness to
        the students and other scholars in the field, over time teachers can chip away at institutional and societal stigmas that the use of a dialect
        incurs.  By treating dialects as rhetorical choices rather than absolutes, teachers can direct students how to use dialects for different
        discourse communities, proving that dialects are valuable tools for writers to have.