Standard Language

A standard language is a codified, prestigious variety that has been selected for use in education, government, media, and formal communication. It is a social and political construct, not a linguistically superior form.

Standardisation Process

Haugen (1966) identified four stages in the development of a standard language:

Stage	Description	English example
Selection	A particular variety is chosen as the basis	East Midlands dialect of London (14th-15th century)
Codification	Grammar books, dictionaries, spelling rules fix the variety	Johnson's Dictionary (1755), Lowth's grammar (1762)
Elaboration	The variety is expanded to serve all functions (science, law, literature)	English replacing Latin and French in academic/legal domains
Acceptance	The community recognises the variety as the standard	Standard English in education, broadcasting, publishing

Milroy & Milroy (1985) added maintenance and prescription: the ongoing enforcement of standard norms through education, style guides, and social pressure.

Standard English

Standard English is a dialect, not an accent. It is defined by grammar and vocabulary:

• I did it (standard) vs I done it (non-standard)
• She doesn't know anything (standard) vs She don't know nothing (non-standard)

Standard English can be spoken with any accent. RP (Received Pronunciation) is the prestige accent often associated with Standard English in Britain, but they are independent: one can speak Standard English with a Glaswegian, Nigerian, or Vietnamese accent.

The Standard Language Ideology

Milroy (2001) described the standard language ideology as the belief that there is one correct form of a language and that deviations from it are errors. This ideology:

• Treats variation as deviance rather than natural linguistic behaviour
• Positions non-standard speakers as deficient rather than different
• Serves gatekeeping functions: access to education, employment, and social mobility often depends on command of the standard
• Obscures the fact that "standard" was historically just one dialect among many, elevated by political and economic power

Teaching Implications

The concept of standard language raises critical questions for English teaching:

• Which standard?: British Standard English and American Standard English differ in grammar (have got vs have gotten), vocabulary (pavement vs sidewalk), and spelling. Other standard varieties exist (Australian, Indian, Singaporean).
• Standard vs appropriate: the goal of teaching is not blind conformity to a standard but developing the ability to use language appropriately across contexts. See Register, Style Shifting.
• Power and access: teaching Standard English gives learners access to education and professional domains. This is pragmatically necessary without implying that non-standard varieties are inferior.
• World Englishes: the pluricentric view recognises multiple legitimate standards. See World Englishes, Inner Outer and Expanding Circle.