“We affirm the students’ right to their own patterns and varieties of language–the dialects of their nurture or whatever dialects in which they find their own identity and style. Language scholars long ago denied that the myth of a standard American dialect has any validity. The claim that any one dialect is unacceptable amounts to an attempt of one social group to exert its dominance over another. Such a claim leads to false advice for speakers and writers, and immoral advice for humans. A nation proud of its diverse heritage and its cultural and racial variety will preserve its heritage of dialects. We affirm strongly that teachers must have the experiences and training that will enable them to respect diversity and uphold the right of students to their own language.”
–CCCC, 1972
The CCCC’s “Students’ Right to Their Own Language” sets out to explore then-common (and sadly still often prevalent) assumptions about the realities of “standard” English, particularly the belief that this “correct” use of English is somehow superior to other forms. The statement proceeds to explain the nature of dialect and acknowledge the privileged status of some dialects–those usually called “Standard English.” Further, it identifies the cultural connections that often accompany dialects, often linked to specific ages, localities, or ethnic groups. Also key to the discussion is the notion that most dialects of, in this case, American English are highly compatible and may be understood even by those who are accustomed to another dialect.