I'll be a hypocrite if I say I speak perfect standard English at all times. I believe there is a time and place to speak standard English. Additionally, I believe all students should feel comfortable talking with their peers in class. In analyzing these studies, one question seems to be asked in both articles: Should students who speak African American Vernacular English (AAVE) be allowed to speak their dialect in an English class, or should they speak strictly standard English? Amanda J. Godley's findings, written in 2012, focus on the fact that "formal learning of spoken and written Standard English (SE) is essential for academic and professional success in mainstream American society." The article explains that AAVE is a type of dialect that is a “variety of English spoken in many African American communities” (Godley 2012). This article notes that these students, and most AAVE speakers, are lower-class Black Americans. As also noted, these teachers prepare students for college and the professional world, and in the majority of the United States, Standard English is the spoken language. The majority means most, not small communities where AAVE may be acceptable and, as unfortunate as it is, our country is not run by these types of citizens. Most of the students observed understand that they need to speak English correctly when speaking to adults, going to a job interview, and in a professional or formal situation. It is understandable to view ELA classrooms as "places to practice SE without being judged," but as Godley also states, "teachers would benefit from understanding bidialectal students' perspectives on codeswitching and code change. of paper...it would be interesting to see if students who speak other dialects have similar results. The students in the Godley 2012 study are so concerned about the way they speak that it condemns them to lower-class work; my concern is what are they trying to do to remedy this outcome? We are taught that appearance and impression make a difference in the world of professional career, but these students from economically disadvantaged backgrounds strive to overcome this gap. Works Cited Godley, Amanda J. and Adam Loretto. “Fostering counternarratives of race, language, and identity in an urban English classroom.” Linguistics and education (2013): 316-327. Print. Godley, Amanda J. and Allison Escher. “African American adolescents’ bidialectal beliefs about spoken language expectations in English classrooms.” Journal of Adolescent and Adult Literacy (2012): 704-713. Print.