Willem Hollmann, Professor of linguistics at Lancaster University, discusses the equality of dialects and grammar in English education. They highlight the bias against non-standard language and argue for inclusive education. The episode also explores teaching grammar, the lack of training among teachers, verbal deception detection, and the use of naturalistic speech in playwrighting and television.
The teaching of dialects should recognize the equality of all dialects, avoiding privileging standard English over non-standard forms.
Teachers need better support and resources for teaching grammar effectively, including exploring non-standard grammar alongside standard English.
Deep dives
Teaching Dialects and Grammar
This podcast episode features a conversation with Willem Holman, a professor of linguistics at Lancaster University in England. The discussion revolves around the teaching of dialects and grammar in education. Holman emphasizes the need for recognizing the equality of all dialects and the importance of not privileging standard English over non-standard forms. He argues that instead of presenting standard English as the only correct form, children should be taught that it is the socially prestigious variety, while other dialects are not incorrect. Holman also addresses the issue of grammar teaching, highlighting the lack of adequate professional development and resources for teachers in this area. He suggests that teachers should be encouraged to explore non-standard grammar, spelling, and vocabulary alongside the teaching of standard English. Overall, the episode discusses the need for inclusivity and a more nuanced approach to language instruction.
The Challenges of Teaching Standard English and Non-Standard Dialects
The conversation in this podcast episode delves into the challenges faced in teaching standard English and non-standard dialects in schools. The focus is on the tension between privileging standard English in the national curriculum and the exclusion of non-standard dialects. Holman argues for a shift in perspective where standard English is seen as the socially prestigious form, while other dialects are recognized as valid and not incorrect. He advocates for teaching children about the diversity of dialects and fostering awareness and acceptance of different language varieties. The episode also addresses the issue of grammar teaching, highlighting the lack of support and resources for teachers in this area. Holman suggests that a more engaging and inclusive approach to teaching grammar is needed. Overall, the episode emphasizes the importance of embracing linguistic diversity and creating an inclusive educational environment.
History of Grammar Teaching and Contemporary Challenges
This podcast episode explores the history of grammar teaching and the challenges associated with it. It discusses the shift in teaching grammar from Latin-based approaches to more English-specific approaches in the 20th century. The episode highlights the criticisms of traditional grammar teaching and the subsequent move towards de-emphasizing grammar instruction in the curriculum. However, there has been a recent resurgence of grammar teaching, but with inadequate teacher training and resources. Holman points out the lack of knowledge and preparation among teachers for effectively teaching grammar. The episode also touches on the inconsistencies and biases within grammar education materials, highlighting errors and misconceptions found in some textbooks. Overall, the episode raises important questions about the need for better support and training for teachers in teaching grammar effectively.
Verbal Deception Detection and Language Use in Acting
In this podcast episode, the discussion veers towards verbal deception detection and its connection to acting and language use. Holman explains that verbal deception detection is primarily a field of psychology and involves analyzing linguistic features that change when people lie. However, detecting verbal deception in skilled actors performing scripted text is challenging. Holman explains that distinguishing between naturalistic speech and imitations of naturalistic speech requires analyzing linguistic features that are characteristic of different text types and genres. He points out that some speech in films may not always accurately represent naturalistic conversation due to being overly literary or edited. The episode also touches on the historical development of grammar and the challenges of codifying correct grammar. While the conversation veers off-topic, it offers insights into language use in acting and the complexities of language interpretation.
Paul’s final guest for 2021 is Willem Hollmann, who has been generating headlines recently with his thoughts on how we teach grammar and dialects. A professor of linguistics and associate dean in the Faculty of Arts & Social Sciences at Lancaster University in England, Hollman encourages a more robust discussion of regional English dialects and grammar in English education. But his views have also been distorted by the media, so in this month’s podcast, Paul and Willem set the record straight.
All dialects are equal, but are some more equal than others? Find out by listening to the December podcast.
To learn more about Paul’s guest, go here, or read the following biography, supplied to us by Professor Hollmann:
Willem was born in the Netherlands, where he grew up and went to school. He did an MA in English linguistics and literature at the University of Amsterdam, after which he got funding for an MA in English language and lnguistics at the University of Manchester, a university he picked because of the fantastic combination (at the time) of expertise in historical linguistics (especially Prof. David Denison and Prof. Richard Hogg) and cognitive linguistics (particularly Prof. Bill Croft). He managed to get AHRC funding to stay on at Manchester and do a Ph.D (on causative constructions), which was supervised by Prof. Bill Croft and Prof. David Denison.
During the last year of his Ph.D, Willem applied for and was offered a lectureship at Lancaster University, where he has been since. He does research on cognitive linguistics, including the relatively new, highly interdisciplinary sub-discipline of cognitive sociolinguistics, which he has helped pioneer. He’s interested in linguistic theory, informed by synchronic and diachronic (historical) data, and often uses corpora to get those data. In the context of his interest in cognitive sociolinguistics, he looks at linguistic variation, including dialect variation, and has published several papers on Lancashire dialect, studied through the lens of cognitive, usage-based linguistics.
Willem also has a strong interest in educational linguistics and has done consultancy work for the Department for Education (including on the literacy skills tests for newly qualified teachers in England) and for the exam board OCR (their revised, 2015 A-level English Language). He is a long-standing member (and former secretary and chairman) of the Committee for Linguistics in Education (https://clie.org.uk) and also chairs the Education Committee of the Linguistics Association of Great Britain (http://www.lagb.org.uk/).
Willem’s broad interests have seen him develop and teach many different modules, including cognitive linguistics and construction grammar, general linguistics, English grammar, language change, the history of English, forensic linguistics, and research methods.
Willem is married, and he and his wife have two boys, ages five and seven. The boys are being raised trilingually, and their linguistic and cognitive development often features in his lectures — and occasionally also on Twitter, which Willem has recently discovered, following discussion there about the way in which his two articles on The Conversation, published in September and October this year, had been (mis)represented in mainstream media.
(Bach’s Cello Suite #1 in G Major BMV 1007 Prelude (by Ivan Dolgunov) courtesy of Jamendo Licensing.)
