Understanding dialects in the English language

Charlotte Guest
Friends walking outdoors chatting to eachother
Reading time: 7 minutes

Language reflects the diversity of human culture and society. Among its most fascinating parts are dialects, regional or social varieties of a language distinguished by pronunciation, grammar and vocabulary. Dialects are the heartbeat of a language, pulsing with the rich stories, traditions and identities of those who speak them.

Understanding a language and dialect, and its significance, can enrich the learning experience for language learners, offering a deeper appreciation of a language and its speakers. Dialects are not just variations within a language; they are often considered separate entities, each with its own rich history and cultural significance, highlighting the complexity and diversity of linguistic expression.

What exactly is a regional dialect?

At its core, a dialect is a variation of a language spoken by a particular group of people. However, the distinction between dialects and a different language can often be subjective. These variations can occur due to geographical, social class, ethnic, or historical reasons. While all speakers of a language share the same basic grammar rules and vocabulary, those speaking different dialects might use unique words and slang or have distinct pronunciations, highlighting the lack of an objective difference between dialects and languages.

For instance, British and American English are two dialects of the English language that are mutually intelligible, meaning speakers of either dialect can understand, and be understood, by the other. They share the same foundational grammar and most of the core vocabulary but differ in pronunciation, spelling, and some aspects of vocabulary and idioms. Similarly, within Britain or the United States, there are numerous regional dialects (e.g., Yorkshire English, Southern American English) that further showcase the diversity within a single language. Some of these dialects are considered by their speakers to be distinct languages, emphasizing the complex nature of linguistic identity and classification.

What is an example of a dialect?

An example of dialect variation can be seen in the Italian language, which boasts a wide range of regional dialects, showcasing linguistic diversity with multiple dialects spoken across Italy.

For example, the Tuscan dialect has historically been recognized as the basis for standard Italian, largely due to its use in influential literature. However, other dialects from regions like Sicily or Lombardy vary significantly from Tuscan Italian in terms of pronunciation, vocabulary and syntax, reflecting the diverse cultural landscapes and histories of Italy’s regions.

Another example of this variation of dialect within a single language is found in the United Kingdom. For instance, the Cockney dialect, originating from London’s East End, is renowned for its rhyming slang and distinct vowel sounds, serving as a prime example of spoken dialects that emphasize the importance of oral tradition. Contrastingly, the Geordie dialect, native to Newcastle and the surrounding areas, boasts an entirely different set of vocabulary, pronunciation patterns, and even grammatical structures, further highlighting the diverse range of spoken dialects within the standard English language.

What is the difference between a dialect and an accent?

The distinction between a dialect and an accent is subtle yet significant. An accent relates solely to differences in pronunciation - the distinct manner in which people say words, often influenced by unique speech patterns that can vary significantly across different languages and regions.

In contrast, a dialect encompasses not only pronunciation and accent but also includes specific grammar and vocabulary. Accents can be a component of a dialect, but dialects offer a broader spectrum of linguistic variety, including lexical and grammatical differences.

For instance, someone might speak English with a Scottish accent but use the same grammatical structures and vocabulary as an English speaker from London; however, Scots, a variety spoken in Scotland, is considered a dialect (or even a separate, distinct language, by some) because it possesses unique grammar, vocabulary and pronunciation.

Why are different dialects important?

Dialects are more than just linguistic variations; they are windows into communities' cultural and social fabric. They carry with them histories, traditions and the identity of their speakers. Some dialects are even considered 'distinct languages' by their speakers, highlighting the deep cultural significance of these linguistic forms. Learning about dialects, including regional dialects, can thus offer insights into:

  • Cultural contexts: Understanding the dialects of a language, especially regional dialects, can provide language learners with a richer cultural understanding and a more nuanced perspective of the language’s speakers. This exploration into regional dialects reveals the arbitrary distinction between 'standard' and 'nonstandard' dialects, which is often based on social, political, cultural, or historical considerations.
  • Social dynamics: Dialects can reflect social distinctions, historical migrations and contact with other languages, offering clues about social hierarchies, historical conflicts and integrations.
  • Language evolution: Studying dialects reveals how languages change over time, adapting to societies' needs, migrations and innovations.
A woman learning outdoors looking at a sceneic view

Factors that influence dialects

Several factors can significantly influence the development and usage of dialects, including:

  • Geography: The geographical location of a group of speakers can play a significant role in shaping their dialect. Geographic isolation or settlement patterns can result in linguistic variations that may become entrenched as distinct dialects.
  • History: Historical events such as invasions, migrations, trade, colonization and even political alignments profoundly affect the development of dialects. For instance, the diversity of dialects in the British Isles can be traced back to the influence of Celtic, Norse and Norman French languages due to historical conquests and settlements.
  • Social Interaction: The level and type of interaction among social groups also contribute to dialect formation. Social segregation or integration can influence the emergence of new dialects or the disappearance of existing ones.
  • Economic conditions: Economic factors and shifts can lead to migrations and changes in social organization, which, in turn, affect language use and the development of dialects. Industrialization, for example, has caused significant shifts in dialects due to rural-urban migration.

Understanding these factors provides insights into the intricate processes that shape the evolution of dialects, offering a glimpse into the dynamic nature of human language and its ability to adapt to myriad changes in society.

How many dialects of English are there?

Estimating the exact number of English dialects worldwide is a complex task, given the language’s global spread and the constant evolution of speech communities. However, researchers and linguists have identified hundreds of dialects ranging from broad categorizations like British, American, Australian and Canadian English, to more specific regional varieties and local dialects such as Cockney (London), Scots (Scotland), African American Vernacular English (AAVE) in the United States, and Hiberno-English in Ireland. This diversity is a testament to the adaptability of English and its ability to incorporate elements from various cultures and languages.

The vast array of English dialects can be as distinct as separate languages, highlighting the rich linguistic diversity within the English-speaking world. Each dialect, with its unique expressions, intonations and vocabulary, can be considered an 'own language' by its speakers, the same language reflecting their unique identity and cultural heritage.

Are any dialects going extinct?

In today's swiftly globalizing world, where a handful of 'world languages' are becoming increasingly dominant, many dialects are under the threat of disappearing. This is particularly evident when the speakers of these dialects migrate and adopt more dominant languages for better integration into new communities or for economic reasons, leading to a decrease in the number of fluent speakers. Furthermore, the widespread influence of digital media and the internet promotes a more uniform use of the same language throughout, further endangering dialects with fewer speakers.

For instance, some indigenous dialects in Australia, North America and other parts of the world are at such critical risk that only a few fluent speakers remain, primarily among the older generation. Efforts to document and revitalize these dialects are underway, highlighting the urgent need to preserve the linguistic diversity that they represent. It's a reminder of how linguistic heritage is deeply intertwined with cultural identity, and losing a dialect can equate to losing a piece of human history.

How can language learners benefit from understanding dialects?

For language learners, venturing into the realm of dialects can be both challenging and rewarding. Here’s how understanding dialects can benefit learners:

  • Enhanced listening skills: Exposure to various dialects can improve learners’ ability to understand the language in different contexts, making them more adaptable and competent speakers.
  • Authentic communication: Learning the nuances of a dialect can allow language learners to communicate more authentically with native speakers, fostering deeper connections and understanding. Understanding how a person speaks, including their dialect, can enhance language learners' ability to connect with native speakers on a more personal and cultural level, enriching the learning journey.
  • Cultural immersion: Exploring dialects opens the door to exploring cultural nuances and traditions expressed through language, enhancing the immersive learning experience.

Navigating dialects as a language learner

While the diversity of dialects enriches a language, it can also present learners with the dilemma of which dialect to focus on. Here are a few strategies to navigate this challenge:

  1. Identify your goals: If your aim is to live in a specific region or work in a particular field, learning the local dialect might be more beneficial. However, focusing on the standard or widely understood dialect may be more pragmatic for general communication.
  2. Expose yourself to various dialects: Use media, literature and conversations with native speakers to familiarise yourself with different dialects. This exposure can enhance your understanding and appreciation of the language as a whole.
  3. Seek context: When encountering dialectal words or structures, try to understand the context in which they are used. This approach can help demystify dialectal variations and integrate them into your language use.

Understanding dialects is like exploring the soul of speech in a language, revealing the intricacies and beauties embedded within speech and its form. For language learners, this exploration is not just an academic exercise but a rich, rewarding experience that connects them more deeply with the language and its speakers. Happy dialect exploring!

Whether you're a beginner or looking to master the subtleties of English dialects, we have something for everyone. Join us in the world of language learning by clicking here to read more in our blogs.

More blogs from Pearson

  • A woman teaching in front of a laptop with a noteboard behind her

    Implications for educators on fostering student success

    By Belgin Elmas
    Reading time: 5 minutes

    Pearson’s recent report, “How English empowers your tomorrow,” carries significant implications for educators. It underlines that increased English proficiency correlates with improved economic and social outcomes. Educational institutions play a crucial role in preparing students for professional success, employing various pedagogical approaches and teaching methods to meet the diverse needs of learners across universities, colleges and schools. However, the main unfortunate result of the report for educators is the argument that learners are leaving formal education without the essential skills required to achieve these better outcomes.

    Furthermore, as stated in the report, many of them are not lucky enough to be adequately equipped for the demands of their professional roles as they continue their careers. This emphasizes educators’ underlying responsibility to critically evaluate their teaching and assessment methods to ensure their students are effectively prepared for real-world challenges, especially as they transition into higher education where the stakes for academic and professional success are significantly elevated.

    The data of the report comes from five countries, and while Turkey is not one of them, many of the findings are still relevant to the English language education system in Turkey. Given the significant investment of time and effort, with foreign language education starting in the second grade for the majority of students in the Ministry of National Education schools, better outcomes would be expected in mastering the global language.

    Numerous reasons contributing to this failure could be listed but I would put the perception of how language is defined, taught and assessed within the education system in first place. English language classes are generally approached as “subjects to be taught” at schools, and rather than focusing on finding ways of improving learners’ skills in the foreign language, the curriculum includes “topics to be covered” with a heavy focus on grammar and vocabulary.

    This, of course, extends to assessment practices, and the cycle continues primarily with teaching and assessing grammar and vocabulary proficiency. Participants in Pearson’s report claim the heavy emphasis on teaching grammar and vocabulary, and not having enough opportunities to practice the language both inside and outside the classroom, as the three primary factors contributing to their lack of communication skills. If this was asked to Turkish learners, it’s highly likely that we would get the exact same three top reasons. The implication for educators here is very explicit: we must first revisit the definition of what “knowing a language is” and align our definition with our teaching and assessment methodology. What use is knowing a language without being able to communicate with it?

    New opportunities needed for practice

    Another clear implication for learners’ lack of opportunities to use the target language both in and outside the classroom is evident; teachers must refrain from dominating classroom discourse and instead create opportunities for learners to actively engage with the language. Recognizing common learning barriers in this context is crucial, as these barriers can significantly hinder students' ability to practice language skills effectively in corporate settings, professional development, and adult learning environments. Especially in a foreign language context, like in Turkey, this would gain even more importance for the students who lack opportunities to practice their target language in their daily lives.

    Understanding different learning styles is essential in this process, as it allows teachers to design engagement strategies that accommodate visual, kinaesthetic, or auditory learning preferences, thus addressing the limitations and specific needs of individual learners. Teachers, who are reported to dominate 80% of class time with their own talk, have the primary responsibility for this issue. These teachers, which refers to the majority, should monitor themselves to ensure they are creating opportunities for active participation and language practice for their students.

    Encouraging the learning process as an everyday habit

    Students seem to need guidance for practicing the language not only inside but also outside the classroom to improve their proficiency, where external factors such as limited access to resources and environmental distractions can significantly hinder their ability to learn. Integrating technology into education and guiding students to continue their learning beyond classroom settings would undoubtedly be valuable advice. Language learning apps and especially social media can empower students to engage with the language in creative and meaningful ways, addressing extrinsic barriers by providing access to resources and support that overcome the lack of support from teachers or peers and environmental distractions.

    Being able to function in a foreign language, such as negotiating, giving opinions, and making suggestions, were indicated as areas where the gap exists between what is needed and what students possess in language skills. Such a result would again require a shift towards more communicative and task-based language teaching approaches, giving opportunities for students to exercise these skills not only in professional but also in academic and social contexts.

    Raising awareness among students about the benefits of language proficiency can be suggested as another implication that will also inspire them. Aligning educational curricula with real-life needs and raising awareness of both students and teachers about the rationale behind it is crucial for helping students set their own goals more accurately while their teachers guide them with realistic expectations.

    Understanding motivational learning barriers

    "I didn’t feel as if I was making progress" was one of the barriers participants indicated was stopping them from achieving greater proficiency, highlighting an emotional learning barrier that stems from internal challenges such as peer pressure and resistance to change. This gives another implication for assisting students to recognize and appreciate how much they have achieved in their learning process and how much more there is to achieve. Additionally, motivational barriers play a significant role, as they reflect the obstacles that arise from losing curiosity and desire for learning, leading to students missing classes or refusing to take courses. The Global Scale of English (GSE) is definitely a valuable tool to track learner progress by providing a concrete framework and by improving their confidence, thereby helping to overcome both emotional and motivational barriers.

    In conclusion, while the list of implications for educators might be enhanced, the most significant suggestion lies in reconsidering our perception of language learning and proficiency. This shift in perspective will have a great impact on all aspects of language education, particularly teaching and assessment methodologies. Embracing this new understanding of language teaching will not only enhance the effectiveness of language education but also better prepare learners for real-world language use and interaction and better life conditions.

  • A teacher helping students at a table. The GSE ambassador logo is to the left of them.

    Empowering future educators: Integrating the GSE into pre-service teacher training

    By Belgin Elmas
    Reading time: 6 minutes

    When we used to go somewhere by car, my son, who was just three years old, would repeatedly ask me, "How far do we need to go?" every five minutes. He was curious to know where we were and how close we were to our destination. Even though the answer was just a number, it would satisfy him and relieve his curiosity.

    For language learners, it is important to maintain a high level of curiosity about progress and the distance needed to cover in their language learning journey. This can help identify areas for improvement and help them stay motivated. For teachers, it is also important to have a tool that can assist their students in visualizing their language learning goals more concretely. The Global Scale of English (GSE) is a valuable resource for this purpose. It not only indicates learners' current proficiency levels but also provides learning outcomes to help them progress in their abilities. The scale ranges from 10 to 90 and offers a personalized pathway for improvement in each individual skill based on global research. By using the GSE, both learners and teachers can work together to achieve language learning success.

    I believe the GSE is one of the most valuable resources a language teacher needs in teaching English; the learning outcomes provide clear guidance on what to teach, tailored to the specific needs of learner groups. With five options designed for pre-primary, young, general adult, professional and academic English learner groups, the GSE offers educators clear paths to customize their teaching strategies effectively. It also assists teachers in motivating their students by showing their progress regularly, which provides precious support throughout their learning journey.

    I also believe that the sooner we introduce teachers to this valuable tool in their teaching careers, the better equipped they will be to help their learners. With this belief in mind, we integrated the GSE into our pre-service teacher education program, making it the cornerstone for lesson planning and assessment. This blog aims to explain our implementation process at TED University's Education Faculty English Language Teaching Department, hoping to provide a model for other programs interested in adopting a similar approach.  

    Implementing the GSE

    Our implementation process started with conducting in-service training sessions for the faculty members, many of whom were also unfamiliar with the GSE. To ensure comprehensive understanding, we organized meetings with the teacher trainers responsible for teaching the methodology courses. These sessions consisted of in-depth discussions on the nature of the GSE, its significance in language teaching and practical guidance on integrating it into the curriculum we were following.

    As the second step, we designed a lesson plan to be used for the first methodology course our pre-service teacher trainees would undertake for the same objective we had for in-service teacher training sessions. In this initial lesson, we started by discussing the aims of CEFR and GSE, highlighting their differences.

    Then, we facilitated discussions on how GSE helps to monitor the progress of learners, what the main features are that the GSE has been built upon, and most importantly, we focused on increasing our future teachers' consciousness on how learning objectives can help a teacher. The lesson proceeded with an introduction to the GSE Toolkit, clarifying its categories, contained skills, and the target language learners it caters to. After providing diverse samples across various skills and outcomes, we demonstrated how our pre-service teachers can find learning objectives within the scale and how they can use them. 

    The lesson then transitioned into practical exercises designed to familiarize the teachers with the toolkit. Through guided instructions, such as selecting a target group, a skill, and a proficiency range, we prompted them to engage in activities aimed at perceiving the usefulness of the toolkit. We then asked them to report on some chosen parameters, such as the selected range, the number of objectives identified, and the potential text materials applicable to the chosen skill (e.g., reading comprehension). We followed a similar process for the other skills. 

    The second part of the lesson illustrated how different teaching materials were mapped with the GSE framework, utilizing sample coursebooks like Speakout, Roadmap and Startup. The lesson concluded with getting reflections from the pre-service teachers on their perceptions of the GSE. We gathered their insights on its usefulness, including its impact on curriculum design, teaching methodologies, and skill assessment practices.

    After being introduced to the GSE, we asked our pre-service teachers to integrate it into all their teaching-related courses. They now plan their lessons based on the learning outcomes provided in the toolkit, benefitting from the additional resources it offers to enhance their instructional practices. Teaching Skills, Teaching English to Young Learners, and Material Development can be given as samples of the courses the GSE was integrated into; there is no need to mention that all teaching practicum-related courses are in the integration part as well.

    The benefits 

    What did we gain by integrating the GSE into our pre-service teacher education program? Quite a few significant benefits, actually. Firstly, it standardized the language and terminology used throughout the department; when we refer to terms like 'learning outcomes', 'proficiency of language learners' or 'learner progress', everyone understands the set of terms uniformly across our department. No need to mention that our pre-service teachers gained the privilege of being introduced to a widely recognized toolkit in the field. While their peers may not yet be familiar with the GSE, our students gain early exposure to this valuable resource. Incorporating the GSE into our program also has allowed our pre-service teachers access to a range of valuable resources.

    In addition to the GSE Toolkit, resources such as Text Analyzer or instructional materials aligned with the GSE help our future teachers plan and deliver language instruction more effectively. As a result, our pre-service teachers enter the field with a deeper understanding of language assessment, proficiency levels, and learner needs.

    Next steps

    What's next? There's still much to accomplish and a considerable journey ahead of us. Currently, our primary focus is on making our initiatives more public, aiming to share our experiences with other pre-service teacher education programs considering integrating the GSE into their curriculum. In addition, introducing the GSE to in-service teacher programs in Turkey and globally could also be valuable for enhancing language teaching practices and the professional development of language teachers worldwide.

    Publishing articles, presenting at conferences, hosting workshops, or developing online resources might be some of the sources for sharing our practices. Increasing the awareness of policymakers, school administrators, and language teachers on the GSE and highlighting the benefits of using a standardized granular framework like the GSE can encourage broader adoption and implementation across educational settings. Collaboration opportunities with other institutions and stakeholders in language education will help all of us to reach our destination more quickly and efficiently. Finally, research on the impact of the GSE in language education is required to refine our approaches.

    As a result, we are very pleased with the integration of the GSE into our teacher education program, as it has paved the way for significant advances. While recognizing there's still a considerable journey ahead, we also celebrate the progress we've made thus far and are curious about the other possible opportunities that lie ahead.