If the goal is to work toward standard forms in writing, but not necessarily in pronunciation, strategies and materials would reflect this decision. By giving students information about various dialects, including thir own, teachers can demonstrate the integrity of the native varieties as language systems. This approach clarifies the relationship between standard and vernacular varieties, underscoring the social basis for evaluation, and strengthens the pragmatic rationale for adding a standard dialect. Both materials and instructional strategies benefit from this information, so that broadly relevant features such as negation are given more prominence than more restricted ones. The goal of instruction should be the standard variety of the local community, not some formal dialect of English that is not actually used in the area.
Regional standards are particularly relevant in the case of pronunciation features.
Speaking a standard variety includes the use of particular conversational styles as well as particular language forms. In other words, using a standard language variety in a business telephone conversation is not merely a function of using only standard grammatical and pronunciation features. The teaching of standard English requires careful thought, ranging from underlying educational philosophy to particular teaching strategies, if it is to be carried out effectively and equitably. This discussion can only scratch the surface. Some educators are encouraging active dialect study in the curriculum, including vernacular and standard varieties.