The Fine Line Between Modern Slang and Classroom Standards

Walking into an English classroom anywhere in the world, you expect to hear clear, standard grammar and pronunciation. It’s what students are paying to learn. But what happens when a teacher’s natural, informal speech style—full of contemporary slang and unique intonation—becomes the lesson?

This scenario presents a real challenge in language schools today.

When “Informal” Becomes the Curriculum

The core of the issue isn’t about personal speech patterns. Every teacher has their own idiolect. The problem arises when non-standard, highly informal constructions are actively taught as target language.

Imagine students diligently practicing phrases like “imma” (I’m going to) or “I’m finna” (I’m fixing to). While these are valid in certain dialects and social contexts, they are not part of Standard English. For learners aiming for international exams, business communication, or academic writing, this instruction can be a significant setback.

The classroom is not the place for linguistic experimentation with students’ goals and futures.

Intent vs. Impact in Language Teaching

A teacher might argue they are making language “relevant” or “authentic.” They may even feel that correcting this approach is discriminatory against certain dialects or sociolects. This perspective, while well-intentioned, misses a crucial point.

• Context is king. Teaching the full spectrum of English includes discussing register—the level of formality. Students need to know when and where to use certain phrases.
• Prioritizing student needs is paramount. Their primary need is usually for a strong foundation in widely understood, standard forms.
• Empowerment through choice. We equip students by teaching the standard form first, then perhaps introducing informal variants as optional knowledge for understanding media or casual conversation.

Navigating the Conversation with Colleagues

Addressing this with a fellow teacher is delicate. Accusations of being “elitist” or “racist” can shut down dialogue instantly. It’s essential to frame the discussion around professional standards and student outcomes, not personal criticism.

Focus on questions like:

• “What is our students’ primary goal for learning English?”
• “Are we providing them with the most universally useful tools?”
• “How can we balance authentic language with pedagogical responsibility?”

If a direct conversation seems too fraught, documenting specific instances where the taught language could hinder student progress may be necessary for a discussion with management.

The Manager’s Role: Upholding Standards

A school’s academic manager or owner has a responsibility to ensure curriculum consistency and quality. They are the guardian of the school’s standards. A vague awareness isn’t enough.

A proactive manager should:

• Have clear guidelines on teaching targets.
• Conduct regular class observations and provide constructive feedback.
• Offer professional development on teaching standard forms and register.

Leaving it to students to complain is a passive strategy that does a disservice to everyone—especially the students who may not realize the instruction is non-standard until it’s too late.

The Bottom Line for Language Schools

Language evolves, and teachers should acknowledge that. However, the classroom is a curated environment. Our duty is to provide the clearest, most reliable foundation possible. We can acknowledge linguistic diversity while still giving students the standard, powerful toolkit they signed up for.

It’s not about stifling personality; it’s about fulfilling a professional promise.