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We examine educators’ orientations to the teaching of “Standardized” English (SE)- an idealized form associated with academic and professional contexts and often seen as “correct” and necessary for success. We analyze discussion posts from 91 educators enrolled in an online master’s level sociolinguistics course in which they describe how they would define SE for their students. Through qualitative collaborative coding, we interpret six ideological orientations to SE with varying degrees of acceptance of linguistic diversity and criticality of sociolinguistic power relations. We argue for the need for teacher preparation and continuing education to address language ideologies, promoting strategies that go beyond respecting linguistic diversity to challenging standard language norms as inroads toward dismantling raciolinguistic and colonial legacies in education.