Language register is the level of formality of language used in different situations and scenarios (Hermann, 2015).

Language registers include:

• the frozen/static register, which never changes, e.g., the lyrics to O Canada.

• the formal/academic register, which students might use, for example, while making a speech.

• the consultative register, which students might use while speaking with the teacher.

• the casual register, which students are likely to use with their peers.

• the intimate register, which students most likely use with their immediate family (Hermann, 2015).

Speakers of non-standard English may enter school without having acquired the same academic vocabulary as their standard-English speaking peers (Blundon, 2016). Therefore, educators should make an effort to proactively develop all students’ vocabulary through language-rich read-alouds as well as authentic conversations. As Washington & Seidenberg (2021) note, over the course of a school year, educators have literally thousands of opportunities to expose students to novel vocabulary, model its usage, and provide the chance for students to practice its use. 

Code-switching means changing the way we speak depending on which group we’re speaking with (CrashCourse, 2020). Devereaux (2014) found that explicitly teaching students to codeswitch when appropriate can facilitate their success in school. Teachers may implicitly prompt students to codeswitch by echoing back students’ utterances in standard form (Washington & Seidenberg, 2021). For example, if a student says, “This my snack”, the teacher might respond, “Yes, that is your snack.” 

It is important for teachers to discuss grammatical constructions used in non-standard forms of English (e.g., “I be going home for lunch” vs. “I go home for lunch”) without implying value judgments that suggest a hierarchy between varieties. This helps students and their families of all backgrounds feel more comfortable and confident at school (Hollmann, 2021). Students pick up on educators’ perspectives, so it is important that we do not make assumptions about students’ behaviour or capability based on the way in which they speak (Blundon, 2016). 

Students who speak nonstandard English “have to focus greater attention and effort on understanding the teacher’s speech, which can detract from being able to focus on the content” (Washington & Seidenberg, 2021, emphasis added). Educators can support these students, as well as those who may struggle with attention or executive functioning for other reasons, through strategies like providing instructions in multiple formats (verbal and written); using visual scaffolds; and allowing sufficient instructional time for students to master skills. 

Educators should be aware that different cultures have different norms around aspects of communication such as questioning, the use of silence in conversation, and eye contact (Blundon, 2016). Educators can be sensitive to this by allowing students more time to respond when asked a question (this is also helpful for students of any background who need more processing time) and by giving students opportunities to speak with the teacher in a smaller group or one-on-one, in addition to whole class conversation opportunities. Educators should avoid making judgements or assumptions about students based on the ways in which they communicate, and should instead keep in mind that cultural factors could be at play that affect students’ communication styles.

Here in British Columbia, our curriculum for English Language Arts includes expectations related to Indigenous storytelling, like the Grade 1 competency “Show awareness of how story in First Peoples cultures connects people to family and community” (British Columbia Ministry of Education, 2016). By prioritizing developing students’ awareness in this area, teachers can create classrooms that are culturally inclusive for Indigenous students. The historical suppression of Indigenous languages and cultures in Canadian schools makes culturally responsive language practices especially important.

Teachers should strive to use equitable assessment practices (Blundon, 2016). For example, teachers may offer students multiple ways to demonstrate learning. This calls to mind the “hundred languages” of Reggio Emilia-inspired practice; students need not be limited to a written test or formal verbal conversation, but can show their learning through the arts, through hands-on activities, and through informal, authentic dialogue.