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Rethinking language precision in the context of English as a global lingua franca: Pedagogical perspectives

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This observational analysis reveals mixed attitudes toward non-standard English in classrooms, highlighting communication over strict grammar rules.

Students view most non-standard language features neutrally, balancing communication and grammar concerns.
Teachers rated five non-standard English features as unacceptable, emphasizing clarity over strict adherence to rules.
Qualitative interviews affirm the preference for mutual intelligibility, even as non-standard forms raise concerns in formal contexts.
Both groups exhibit a conditional acceptance of features that do not impede understanding, indicating the complexity of language attitudes.

Fikri Geçkinli (2025) studied this question.

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This observational analysis reveals mixed attitudes toward non-standard English in classrooms, highlighting communication over strict grammar rules.