Understanding dialects in the English language

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Language reflects the diversity of human culture and society. Among its most fascinating parts are dialects, regional or social varieties of a language distinguished by pronunciation, grammar and vocabulary. Dialects are the heartbeat of a language, pulsing with the rich stories, traditions and identities of those who speak them.

Understanding a language and dialect, and its significance, can enrich the learning experience for language learners, offering a deeper appreciation of a language and its speakers. Dialects are not just variations within a language; they are often considered separate entities, each with its own rich history and cultural significance, highlighting the complexity and diversity of linguistic expression.

What exactly is a regional dialect?

At its core, a dialect is a variation of a language spoken by a particular group of people. However, the distinction between dialects and a different language can often be subjective. These variations can occur due to geographical, social class, ethnic, or historical reasons. While all speakers of a language share the same basic grammar rules and vocabulary, those speaking different dialects might use unique words and slang or have distinct pronunciations, highlighting the lack of an objective difference between dialects and languages.

For instance, British and American English are two dialects of the English language that are mutually intelligible, meaning speakers of either dialect can understand, and be understood, by the other. They share the same foundational grammar and most of the core vocabulary but differ in pronunciation, spelling, and some aspects of vocabulary and idioms. Similarly, within Britain or the United States, there are numerous regional dialects (e.g., Yorkshire English, Southern American English) that further showcase the diversity within a single language. Some of these dialects are considered by their speakers to be distinct languages, emphasizing the complex nature of linguistic identity and classification.

What is an example of a dialect?

An example of dialect variation can be seen in the Italian language, which boasts a wide range of regional dialects, showcasing linguistic diversity with multiple dialects spoken across Italy.

For example, the Tuscan dialect has historically been recognized as the basis for standard Italian, largely due to its use in influential literature. However, other dialects from regions like Sicily or Lombardy vary significantly from Tuscan Italian in terms of pronunciation, vocabulary and syntax, reflecting the diverse cultural landscapes and histories of Italy’s regions.

Another example of this variation of dialect within a single language is found in the United Kingdom. For instance, the Cockney dialect, originating from London’s East End, is renowned for its rhyming slang and distinct vowel sounds, serving as a prime example of spoken dialects that emphasize the importance of oral tradition. Contrastingly, the Geordie dialect, native to Newcastle and the surrounding areas, boasts an entirely different set of vocabulary, pronunciation patterns, and even grammatical structures, further highlighting the diverse range of spoken dialects within the standard English language.

What is the difference between a dialect and an accent?

The distinction between a dialect and an accent is subtle yet significant. An accent relates solely to differences in pronunciation - the distinct manner in which people say words, often influenced by unique speech patterns that can vary significantly across different languages and regions.

In contrast, a dialect encompasses not only pronunciation and accent but also includes specific grammar and vocabulary. Accents can be a component of a dialect, but dialects offer a broader spectrum of linguistic variety, including lexical and grammatical differences.

For instance, someone might speak English with a Scottish accent but use the same grammatical structures and vocabulary as an English speaker from London; however, Scots, a variety spoken in Scotland, is considered a dialect (or even a separate, distinct language, by some) because it possesses unique grammar, vocabulary and pronunciation.

Why are different dialects important?

Dialects are more than just linguistic variations; they are windows into communities' cultural and social fabric. They carry with them histories, traditions and the identity of their speakers. Some dialects are even considered 'distinct languages' by their speakers, highlighting the deep cultural significance of these linguistic forms. Learning about dialects, including regional dialects, can thus offer insights into:

  • Cultural contexts: Understanding the dialects of a language, especially regional dialects, can provide language learners with a richer cultural understanding and a more nuanced perspective of the language’s speakers. This exploration into regional dialects reveals the arbitrary distinction between 'standard' and 'nonstandard' dialects, which is often based on social, political, cultural, or historical considerations.
  • Social dynamics: Dialects can reflect social distinctions, historical migrations and contact with other languages, offering clues about social hierarchies, historical conflicts and integrations.
  • Language evolution: Studying dialects reveals how languages change over time, adapting to societies' needs, migrations and innovations.
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Factors that influence dialects

Several factors can significantly influence the development and usage of dialects, including:

  • Geography: The geographical location of a group of speakers can play a significant role in shaping their dialect. Geographic isolation or settlement patterns can result in linguistic variations that may become entrenched as distinct dialects.
  • History: Historical events such as invasions, migrations, trade, colonization and even political alignments profoundly affect the development of dialects. For instance, the diversity of dialects in the British Isles can be traced back to the influence of Celtic, Norse and Norman French languages due to historical conquests and settlements.
  • Social Interaction: The level and type of interaction among social groups also contribute to dialect formation. Social segregation or integration can influence the emergence of new dialects or the disappearance of existing ones.
  • Economic conditions: Economic factors and shifts can lead to migrations and changes in social organization, which, in turn, affect language use and the development of dialects. Industrialization, for example, has caused significant shifts in dialects due to rural-urban migration.

Understanding these factors provides insights into the intricate processes that shape the evolution of dialects, offering a glimpse into the dynamic nature of human language and its ability to adapt to myriad changes in society.

How many dialects of English are there?

Estimating the exact number of English dialects worldwide is a complex task, given the language’s global spread and the constant evolution of speech communities. However, researchers and linguists have identified hundreds of dialects ranging from broad categorizations like British, American, Australian and Canadian English, to more specific regional varieties and local dialects such as Cockney (London), Scots (Scotland), African American Vernacular English (AAVE) in the United States, and Hiberno-English in Ireland. This diversity is a testament to the adaptability of English and its ability to incorporate elements from various cultures and languages.

The vast array of English dialects can be as distinct as separate languages, highlighting the rich linguistic diversity within the English-speaking world. Each dialect, with its unique expressions, intonations and vocabulary, can be considered an 'own language' by its speakers, the same language reflecting their unique identity and cultural heritage.

Are any dialects going extinct?

In today's swiftly globalizing world, where a handful of 'world languages' are becoming increasingly dominant, many dialects are under the threat of disappearing. This is particularly evident when the speakers of these dialects migrate and adopt more dominant languages for better integration into new communities or for economic reasons, leading to a decrease in the number of fluent speakers. Furthermore, the widespread influence of digital media and the internet promotes a more uniform use of the same language throughout, further endangering dialects with fewer speakers.

For instance,ÌýÌýin Australia, North America and other parts of the world are at such critical risk that only a few fluent speakers remain, primarily among the older generation. Efforts to document and revitalize these dialects are underway, highlighting the urgent need to preserve the linguistic diversity that they represent. It's a reminder of how linguistic heritage is deeply intertwined with cultural identity, and losing a dialect can equate to losing a piece of human history.

How can language learners benefit from understanding dialects?

For language learners, venturing into the realm of dialects can be both challenging and rewarding. Here’s how understanding dialects can benefit learners:

  • Enhanced listening skills: Exposure to various dialects can improve learners’ ability to understand the language in different contexts, making them more adaptable and competent speakers.
  • Authentic communication: Learning the nuances of a dialect can allow language learners to communicate more authentically with native speakers, fostering deeper connections and understanding. Understanding how a person speaks, including their dialect, can enhance language learners' ability to connect with native speakers on a more personal and cultural level, enriching the learning journey.
  • Cultural immersion: Exploring dialects opens the door to exploring cultural nuances and traditions expressed through language, enhancing the immersive learning experience.

Navigating dialects as a language learner

While the diversity of dialects enriches a language, it can also present learners with the dilemma of which dialect to focus on. Here are a few strategies to navigate this challenge:

  1. Identify your goals: If your aim is to live in a specific region or work in a particular field, learning the local dialect might be more beneficial. However, focusing on the standard or widely understood dialect may be more pragmatic for general communication.
  2. Expose yourself to various dialects: Use media, literature and conversations with native speakers to familiarise yourself with different dialects. This exposure can enhance your understanding and appreciation of the language as a whole.
  3. Seek context: When encountering dialectal words or structures, try to understand the context in which they are used. This approach can help demystify dialectal variations and integrate them into your language use.

Understanding dialects is like exploring the soul of speech in a language, revealing the intricacies and beauties embedded within speech and its form. For language learners, this exploration is not just an academic exercise but a rich, rewarding experience that connects them more deeply with the language and its speakers. Happy dialect exploring!

Whether you're a beginner or looking to master the subtleties of English dialects, we have something for everyone. Join us in the world of language learning byÌýclicking here to read more in our blogs.

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    5 academic skills for primary students

    By Carol Higho

    In an ever-changing jobs market, the skills we all need to use have developed beyond numeracy and literacy – and part of our jobs as teachers is to give students the skills they’ll need in their future careers.

    Primary students preparing to go to secondary school (and then university) will need academic skills too. While there are lots of courses offering to teach these skills to older learners, we can give our younger learners a head start in the classroom.

    A breakdown of academic skills

    There are a number of important academic skills that can be carried into many different areas of students’ lives. These include:

    • time management
    • prioritization
    • cooperative learning and delegation
    • research
    • analysis.

    Each skill will help students manage their workloads and work effectively and efficiently, whether working in an office, studying for a degree, or being self-employed.

    Activities to develop an awareness of academic skills

    Here are a few ideas for use with students of all ages, to develop students’ awareness and understanding of these skills.

    Time management

    For much of the school day, children are told where to be and what to do. However, knowing how to tell the time is not the same as managing time.

    Some students underestimate how long an activity will take and then feel cheated or ‘behind’ when their work takes longer (especially fast finishers). Others overestimate the time needed, feel overwhelmed, and want to give up before getting started.

    Helping each student understand what each activity involves will help them to plan and manage their time. It will also encourage them to recognize everyone has differing abilities and works at a different pace.

    Give each student sticky notes representing 10 minute blocks of time (6 pieces if your classes are in 1 hour segments).

    Explain an activity:

    • You will read a story, and they will need to listen for key information and make notes.
    • After that, they will work in groups to make a Venn diagram.

    Next, have the students think about how much time each part of the lesson will take using sticky notes. If they think making the diagram will take 20 minutes, they should put two sticky notes on top of each other.

    Have students share what they think the time allocation should be, taking into account how long your lesson is. Did any ‘run out of time’ or have time ‘left over’?

    After the activity, ask students how accurate their predictions were and if there was any time wasting.

    Let students practice using this type of task analysis throughout the week for different activities, so they begin to see which activities they work quickly through and which they find more time-consuming. This will help students plan and manage their time better.

    Also, involve the parents by sharing what has been done in class. Get students to manage the time allocation:

    • from waking up to getting to school (getting washed and dressed, having breakfast, the journey to school),
    • from arriving home to going to bed (homework, evening meal, any cores, time for watching TV or playing games, getting ready for bed).

    How does their time management change at weekends/in the holidays?

    Prioritization

    Prioritization is another big part of time management. Task analysis helps students recognize what they must do and how they must do it in order to get a good grade. It also helps them understand the things they will most enjoy about an activity.

    To teach prioritization, it should become a regular part of the class. At the start of each week list (approximately five) class objectives to be achieved:

    • Ask each student to number these objectives - 1 being their top priority, 5 being their lowest. Make a note of which students prioritize the same tasks in the same order to help with grouping.
    • Next, ask them if any of the objectives will need planning or preparation (for example; growing cress for a science experiment) – and if so, should that be started earlier in the week?
    • At the end of each day, review how the students are doing in reaching the objectives and if they need to reprioritize.
    • As the week progresses, add additional items that are not priorities. For example, clean out your school locker/sharpen all the pencils, as well as other new real priorities: revise for the quiz on Friday. This will give students an understanding of how priorities can change.

    Collaborative learning and delegation

    Delegation and collaborative working are both essential academic and life skills. Thankfully they are already quite familiar topics for students. Students often delegate roles and characters in their everyday play – ‘You be Spiderman, I’ll chase you’, etc.

    It’s helpful to encourage this behavior in the classroom too. It can help students (of all ages) to recognize what they can achieve through cooperation and delegation because of their different skills.

    Explain that a group project (e.g. a group play) will require students to share information and to work together. Make it clear there are rules to follow:

    • Everyone must take part in the performance.
    • The play must be at least one minute long.
    • The group needs to write a script and create some props.
    • As a team, all are accountable/responsible to each other (as well as to you).
    • The activity will only be classed as a pass/success if everyone takes part.

    There is a finite goal – the play will be performed at the end of next week to the Year 2 classes.

    Suggest that the group meets and plans together (reading corner, at lunchtime, etc.). As they prepare, ask for updates on who is doing which tasks and why. Also encourage the group to determine whether something could be done differently/better by sharing the jobs.

    Listen in to see how objections are handled (recognize some of this discussion may be in the students’ first language).

    At the end of the project ask each student to list what they enjoyed the most and what they found most challenging. Ask them what skills they would like to develop for the next project.

    Research and analysis

    This can sound daunting for Primary students, but laying the foundations for academic research is easier than you might think.

    Big questions are a gateway to developing research and analysis skills. Two examples are, 'Why are plants and animals important in our world?' Or 'What can you do to help people in need?'.

    Providing students with a way to remember the important steps in any kind of research makes this type of activity less daunting.

    'Hands On’ is a five point guide that can be demonstrated by drawing a hand with five fingers:

    • Hypothesis
    • Research
    • Gather data
    • Create a report
    • Present evidence
    • Research and analysis (written on the palm).

    Following the five point guide students must:

    • give their thoughts and ideas on possible answers (create a hypothesis)
    • use books, the world around them and the internet to find information (research)
    • learn how to recognize what is fact and what is opinion (gather data)
    • review the data and summarize the main points (create a report)
    • use examples from their research to support their argument (present evidence).

    Any research needs to be methodical; using the five points above helps students build a clear structure that can become more detailed and complex as they advance through school.

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    5 ways to bring cultural diversity into your classroom

    By Carol Higho

    Bringing cultural diversity into the classroom is becoming increasingly important. Our young learner and teen students are exposed to different ideas, traditions and voices from all over the world. This is thanks to social media platforms like YouTube, SnapChat, TikTok, and Instagram – among others.

    This is a hugely positive advance because greater cultural understanding increases opportunities for studying and working abroad. However, with so many online contradictions, the world can also seem confusing. It’s our job as teachers to show students how to navigate and cope with the information they find.

    By talking about cultural similarities and differences – and rejecting stereotypes – we help our students understand that the world is an extremely diverse and exciting place. In turn, this will encourage them to be more understanding and tolerant of others in the classroom, helping them to thrive in the future, if they enter an international working environment.

    So here are five exciting ways to bring cultural diversity into your classroom using maps, reading materials, and images.

    1. Use a world map

    World maps are excellent classroom resources. You can use an online version projected on the whiteboard, a poster-sized one from a school supplier, or one that you build on a bulletin board with A4 printed sheets.

    Having the world at your fingertips suddenly makes a huge planet seem much more inviting and exciting. It’s not just the places themselves but the distances, geography and diversity that can be displayed on a world map bringing new information and connections to the learners’ attention.

    Build on your map throughout the year. Encourage students to add information to the map to increase their knowledge of the world as you cover different themes. Add cultural details relevant to where you teach and new places students are learning about in class.

    If you create a yearbook, add a snap of the final map to show students the world they have discovered over the past year.

    2. Build a background

    Build on a theme or topic covered in your coursebook by including photographs and/or commentary from students of a similar age from around the world. You can find authentic materials online using resources like (a school-friendly video platform), or search for images or articles online. Themes you could cover include; musical instruments, animals, festivals, places of interest and sports.

    Then you can encourage students to share their traditions or thoughts on how their experiences relate to those you have introduced. It’s also a good idea to bring in items related to the theme that they recognize and talk through why they are important in their culture.

    For example, if your theme is related to music, find a video or a set of images of children around the world playing (or talking about) traditional instruments. Bring in an instrument or two that your students would easily recognize. Ask them to share how the instruments are played and their cultural significance. They can then add their ideas to the map in the form of stories, photos or drawings.

    3. Highlight similarities

    Sometimes when we mention culture, the outcome can be to highlight differences, but we can highlight similarities too. Students can often be interested and even amazed at how similar lives across the world can be. Below are some example activities:

    • Who are the people who help in your community? Possible answers could include nurses/doctors, the police or fire service, teachers, bus drivers, etc. Compare images of these occupations from around the world and have students identify/discuss why they are similar.
    • What is your favorite way to celebrate? Look at what items (food, clothing, gifts) mark celebrations in different cultures – why are some things, like New Year celebrations and birthdays, universal?
    • What makes a good friend? Ask students if distance changes these characteristics.

    Use string to link the countries to an image or word-list of similarities and add to this, as topics increase.

    Note that while it’s also important to show there are differences, you should be wary of stereotypes. If you are using a coursebook, look and see how many stereotypes are included – you might be surprised. Are the Inuit only shown living in igloos? Does everyone in Mexico have a sombrero? Is the most pasta eaten per person in Italy? (No, it’s the USA).

    Does the stereotype give the learner a better understanding of a country or culture? How can we present a balanced view?

    4. Share a story

    Most cultures are rich in storytelling tradition. This means asking students to share a story should be stress-free. Nevertheless, they may need help with the English words, so how do we prepare children to share their stories?

    This can be an excellent opportunity to build a home/school link. Help students to think about a story they want to share:

    • What words do they need to tell that story?
    • Can they act out parts of the story?
    • Could a picture, a clip of video, a piece of music help tell the story?

    Give the students time to prepare so they can bring in photos, realia etc. from home. In some situations, it might be an opportunity to invite in parents/grandparents to help with the story.

    If you have tablet computers in your class let a small group of students take turns to record the stories. Have other groups create a poster for each story to add to the world map.

    5. Use culturally diverse reading materials

    Providing diverse reading materials is an excellent way to introduce your students to cultures, ideas and traditions from all over the world. So perhaps it’s time to review your class library. If you can’t find authors from every continent, it might be time to update it.

    While printed books are a nice resource to have, you are restricted by your shelf space. Digital readers, on the other hand, can help you solve that problem. With so many great titles available, there’s no need to limit what you have available for your students to read.

    Focus on one area of the world at a time and read adapted versions of books by authors from this region. Then ask students if they have a similar story in their culture.