Kamis, 29 November 2012

DIRECT CRITERIA FOR AMBIGUITY BY D.A.CRUSE



Direct Criteria for Ambiguity
Three different types of criteria for ambiguity will be proposed. It may ultimately be possible to show that they all reduce to a single basic criterion, but here they will be presented separately. Generally speaking, unless there are specific reasons why one or other of the criteria should be inapplicable (some of these reasons will be discussed below, we shall expect an ambiguous item to satisfy all the criteria.
The first criterion is frequently difficult to apply in practice, but it is conceptually important. It is that the senses of an ambiguous word form should not in every case be totally conditioned by their contexts, unlike the interpretations which arise as a result of contextual modulation. This means that an ambiguous word form set in a disambiguating context may well carry more information than can be accounted for in terms of interaction between the context-independent meaning of the word form, and the semantic properties of the context. In cases of contextual modulations, on the other hand, all information is derived from these sources.
Consider sentences 16 and 17:
16. Arthur washed and polished the car.
17. John lubricated the car.
The most likely interpretation of 16 is that not every part of the car underwent washing and polishing, but the exterior surface only. What is the basis for this conclusion? It is derived entirely from the general meaning of car, together with the semantic properties of the context (remember that general knowledge concerning cars and operations carried out on them is, on the view of meaning adopted in this book, embedded in the meaning of car, wash, polish, etc). A similar account can be given of the most likely interpretation of car in 17. Or take the case of monarch in 14 (repeated here for convenience):
14. The Ruritanian monarch is expecting her second baby.
We can be virtually certain that the monarch in question is a queen, because of the restricting effect of the context on the general meaning of monarch. Notice that a similar interpretation would arise, and no loss of information would result, if monarch were replaced by a synonym or paraphrase such as sovereign, or crowned head (and automobile would interact in the same way with the context if it were substituted for car in 16 and 17). Contrast these, however, with bank in 18 and 19:
18. Her husband is the manager of a local bank.
19. At this point, the bank was covered with brambles.
Let us try to account for the (most probable) different interpretations of bank in the way that we did for car. It is first necessary to decide on a synonym or paraphrase of the context-invariant meaning of bank. This already poses problems, but let us say, for the sake of argument, that it is equivalent to place. We can then observe the effect of substituting place for bank in 18 and 19:
20. Her husband is the manager of a local place.
21. At this point, the place was covered with the brambles.
There is quite clearly a loss of information, so we have failed to show that the interpretations of bank are the result of contextual modulation of a general meaning. It may be concluded, therefore, that the different contexts are selecting discrete senses of bank. Another instance of incomplete contextual determination is to be observed with dog. Let us for the moment take it as established that dog has a general sense, denoting the whole species, irrespective of sex. In sentences such as 22, however, dog has a more specific meaning, and refer only to males:
22. John prefers bitches to dogs
Now it might be argued that the resultant sense of dog here is caused by contextual modulation of the general sense: dog cannot in this context refer to females if logical consistency is to be preserved, which leaves only males as possible referents. Consider now, however,23:
23. Incredibly, John prefers an aged, half-blind bitch to a dog, as his canine companion.
If the interpretation of dog in this sentence were the result of contextual modulation of the general sense, it ought to include reference to, for instance, young females with good eyesight. But once again, it refers to male dogs only. This reading cannot be explained by contextual modulation, so it must be the result of selection from a set of discrete possibilities. In fact, the same is true of 22. That contextual modulation of the general sense of dog cannot explain the specific interpretation in 22 is shown by the lack of a parallel specific interpretation of canine (in its jocular use as a noun ) when it is substituted for dog:
24. ? John prefers bitches to canines.
(We shall consider below why 24 should be anomalous)
Some understanding of the way the semantic effects of selection may be independent of, and indeed may transcend, those properties of the context which are responsible for the selection can be gleaned from the following analogy. Suppose that is known that a certain event is to occur on a certain day, but may take place at only one of two possible times, namely, 12.00 n00n or 12.00 midnight. If one were subsequently to receive a report that when the event occurred, the sun had set, one would be able to infer that it had taken place at exactly 12.00 midnight. The precision of this inference goes well beyond what is explicitly present in the report, which acts rather like a trigger setting off one of two preexisting possibilities. In a similar manner, the context of dog in 22 and 23 acts like a trigger which activates one of a set of pre-existing bundles of semantic properties, each having a precision and richness not directly sanctioned by the context. In principle all ambiguous items should be capable of manifesting these characteristics.
Our second criterion for ambiguity is that separate senses should be independently maximisable. Under certain conditions, the application of certain terms must be maximised within the current universe of discourse, even at the expense of oddness. Consider 25 (which resembles 24):
25: ? Mary likes mares better than horses.
One might have thought that the context makes it clear that the context makes it clear that horse  in to be interpreted as “stallions”; however, such an interpretation is not available for this type of sentence. The reason is that since mares have been mentioned, they fall within the current universe of discourse, and by the rule of maximization (the details of which are not entirely clear) must be included in the reference of horses. This, of course, leads to logical inconsistency, and hence oddness. (Notice, however, that there is no anomaly if the reference of horses is EXPLICITLY restricted: Mary prefers mares to horses which can sire foals or Mary prefers mares to these horses uttered in a situation where only stallions are present.) On the other hand; 26, unlike 25, is perfectly normal:
   26. John prefers bitches to dogs.
The general sense of dog would of course give rise to anomaly in 26, because of the rule of maximisation. The reason 26 is not odd is that dog has another sense, which even when maximised excludes bitches, and this is automatically selected by the context. By contrast, 27 selects the general reading of dog (the specific reading would be odd here, but not for reasons connected with maximisation):
27. Arthur breeds dogs.
Thus 26 and 27 taken together constitute strong evidence that dog is ambiguous.
The existence of two independent senses of dog, each independently maximisable, is responsible for the fact that A’s question in 28, if the dog in question is female, can be truthfully answered either ‘Yes’ or ‘No’ (depending on which sense the respondent believes the questioner to be intending):
28. A: Is that a dog?
B: (i) Yes, it’s a spaniel.
    (ii) No, it’s a bitch.
There is no parallel set of circumstances in which the question in 29 can be truthfully answered ‘Yes’ or ‘No’:
29: A: Is the subject of this poem a monarch?
       B: (i) Yes, it is a queen.
            (ii) ? No, it is a king.
Because there is only one sense of monarch, namely, the general one, and because its reference must be maximised, if the subject of the poem was a king or a queen, then ‘Yes’ is the only truthful answer. As with 28, situations can be imagined in which the questions in 30 and 31 can be truthfully answered either negatively or positively:
30. A: Has Charles changed his position?
       B: (i) Yes, he’s now sitting next to the chairman.
           (ii) No, he still supports corporal punishment.
31. A: Did Arthur make it to the bank?
       B: (i) Yes, he’s a strong swimmer.
           (ii) No, he was arrested as soon as he came out of the water.
The same should be true, in principle, of any truly ambiguous expression.12
Ambiguity tests of the third kind utilities the fact that independent senses of a lexical form are antagonistic to one another; that is to say, they cannot be brought into play simultaneously without oddness. Contexts which do activate more than one sense at a time give rise to the variety of oddness we have labeled zeugma:
32.? John and his driving license expired last Thursday.
The simultaneous bringing into play of two senses can be effected either by coordination, as in 32, where John and his driving license select different senses of the verb expire, or by anaphora, as in 33:
33.? John’s and his driving license expired last Thursday; so did John.        
So did is an anaphoric verb phrase; that is to say, its referential properties operate not directly, but indirectly, through a previously mentioned verb phrase, in this case expired last Thursday, which must be re-applied, this time with John as subject. But since this demands a different sense from the one appropriate to its first occurrence, the result is zeugma.
A general term cannot give rise to zeugma in this way:
34. My cousin, who is pregnant, was born on the same day as Arthur’s, who is the father.
Arthur’s refers anaphorically through cousin. The context makes it clear that the two cousins are of different sexes; however, the sentence is not zeugmatic, so we may conclude that cousin does not have two senses “make cousin” and “ female cousin”.
Antagonism of senses also lies behind the so-called identity test for ambiguity. 13 In 35, each part of the sentence contains an occurrence, either direct, or indirect via anaphora, of the ambiguous adjective light, and can therefore in theory be interpreted in two ways:
35. Mary is wearing a light coat; so is Sue.
However, the whole sentence does not have four (i.e.2 X2) interpretations, but two only. This is because the same reading of light must be selected in each part: either both ladies are wearing “undark” coats, or both are wearing ‘unheavy” coats. What is termed the crossed interpretation, with each part of the sentence manifesting a different sense, is prohibited. This prohibition is not a mysterious property of the grammatical process of anaphora; it is simply a consequence of the fact that light resists, so it were, the simultaneous activation of more than one of its senses. General terms allow crossed interpretations:
36. Mary has adopted a child; so has Sue.
There are four possible distributions of sexes compatible with this sentence, since there is no requirement that the two children should be of the same sex.
Some difficult cases
In this section the operation of ambiguity tests will be illustrated by applying them to a selection of difficult cases. The difficulties mostly concern tests based on the antagonism of sister-senses (i.e. senses associated with a single lexical form). It is not possible simply to dispense with such tests, because there are occasions, especially when dealing with highly context-bound readings which do not appear in ambiguous sentences, when they are the only practicable way of diagnosing ambiguity.
        I.            The first example involves the unit-type ambiguity. This is quite easy to demonstrate by means of the Yes/No-test:
37. A: Is this the jacket you want?
       B: (i) Yes. (it’s the type I want)
            (ii) No. (this particular one is shop-soiled)
But it is much more difficult to show antagonism; many contexts which might be expected to manifest it do not:
38. this is our best-selling jacket: do try it on.
Jacket in the first clause clearly must have a type reading-one cannot repeatedly sell the same individual jacket. One might have thought that only a particular unit of the type could be ‘tried on’,  but that seems not to be the case. One must beware of drawing hasty conclusions in this area. As it happens, it is possible to find contexts which isolate the two readings, and when these are yoked together, zeugma results. Sentence 39 allows only the ‘unit’ reading for skirt 39 (this seems to be a property of belong):
         39. That skirt belongs to Mary.
Sentence 40 can only bear a type reading:
         40. My sister has the skirt Sue is wearing now.
Try to link these two readings together anaphorically, and the antagonism becomes plain:
         41. ? the skirt sue is wearing belongs to Mary; my sister has it, too.
      II.            It not infrequently happens that ambiguous readings are related in such a way that in certain contexts one reading entails the other. Such cases are a common cause of apparent failure of the zeugma-test 9often called the ‘pun-test’) or the identity test. The two readings of dog are a case in point.14In 42, for example, it appears that a crossed interpretation is possible, in that Mary’s dog could well be male, and Bill’s female:
42. Mary bought a dog; so did Bill.
Does this contradict the evidence presented above that dog is ambiguous? The answer is that it does not. When dog occurs in a sentential context in which the specific interpretation entails the general interpretation, we cannot be sure which sense is operative when reference is made to a male dog: the two senses under these circumstances are effectively inseparable. Hence the normality of 42 when the dogs referred to are of opposite sexes cannot be used as evidence against the existence of two senses of dog, since it can be fully accounted for by claiming that only the general sense is operative. However, the situation is much clearer when dog occurs in a context where neither sense entails the other, as in 43:
      43. Arthur wants to know if that is a dog; so does Mike.
A moment’s thought will convince the reader that the crossed reading is prohibited here; this sentence cannot be used to describe a situation where Arthur knows that the animal in question is an Alsatian, but in unsure of its sex, while Mike knows that it is female, but thinks it might be a wolf. The pun-test, too, demands non-entailing contexts:
44a. Dogs can become pregnant at 12 months. (General sense only)
     b. Dogs mature later than bitches. (specific sense only).
     c. ? Dogs can become pregnant at 12 months, but mature later than bitches.
    III.            Entailment between readings also bedevils attempts to demonstrate antagonism between the “exactly” and “at least” interpretations of numerals and other expressions of quantity.15The Yes/No-test suggests that this is a genuine ambiguity:
45. A: Have you got £10 in your wallet?
       B: (i) Yes. In fact, I’ve got £12.  
            (ii) No. I’ve got £12
However, John has (exactly) £10 entails John has (at least) £10, which perhaps explains why 46 is not zeugmatic:
         46. You need £100 in your account to qualify for free banking.
                 Arthur has it, now that he has added £50 to the £50 that was already there.
The first mention of £100 clearly demands an “at least” interpretation what Arthur has is “exactly” £100; one might therefore not expect the it of the second sentence to be able to refer anaphorically to £100 in the first sentence without antagonism. However, because of the entailment referred to above, the original and anaphoric occurrences of £100 can both be given the “at least”interpretation, thus avoiding antagonism. It is possible to construct isolating contexts which reveal antagonism, but they are extremely cumbersome:
47a. John, with £11, and Bill, with £12, both have the £10 necessary to open a savings account.     (“at least”)
     b. Tom, too, now has £10, having spent £2 out of his original £12. (“exactly” reading forced by now) necessary to open a savings account.     (“at least”)
     c. ? John, with £11, has the £10 necessary to open a savings account, Tom, too, now has it, having spent £2 out of his original £12.
    IV.            The case of door is interesting (a group of related words such as window, hatch, sky-light, etc. behave similarly). Two senses of door may be observed in 48, which can be truthfully answered either ‘Yes’ or ‘No’ in the following situation: the door in question has a ‘cat-flap’, and is standing open: the cat goes through the cat-flap, but not through the doorway:
48. Did the cat go through the door?
Once again, difficulties arise with the antagonism criteria. It might be predicted, for instance, that 49 would be zeugmatic, since what is smashed (the door-panel) is different from what is bricked up (the doorway):16
         49. The door was smashed in so often that it had to be bricked up.
But there is no anomaly of any kind. Again, it appears that contexts of a particular kind must be avoided if the test is to succeed. In this case it is the part-whole relationship which is to blame. For certain predicates, applicability to parts entails applicability to wholes corresponding to the parts. Thus, if I touch the table-leg, by doing so I necessarily touch the table; if the tea-pot handle is broken, so is the tea-pot, and so on. It seems likely that this entailment is interfering with antagonism in49- both events are interpreted as happening to the ‘global door’, of which the door-panel is a part. The remedy, as before, is to avoid such contexts, and to use, to isolate the senses, only those contexts in which part does not entail whole (or, better still, contexts where part entails not-whole). When this done, the antagonism of the senses is easily seen:
         50. ? We took the door off its hinges and then walked through it.
The moral to be drawn from these examples is that apparent compatibility of readings must not be hastily accepted as proof of generality: each case must be  examined carefully to determine whether there are special factors preventing the appearance of zeugma. It may be reasonably confidently assumed that the different criteria for ambiguity which have been described  in fact are sensitive to the same underlying semantic properties, and that in the absence of ‘special factors’ will provide identical diagnoses.


 
 
  
                                  

CASUAL REGISTER



Understanding language registers as a means to more effective communication

Learners become familiar with registers of language through class discussion and exposure to examples of a common fairy tale written in two different registers. Working in small groups, learners then translate a story into two different registers.
Learning Objective:
Learners will have a clear understanding of registers of language, will be able to distinguish between different registers, and will be able to utilize these registers for more effective communication.
Primary Skill:
Communication
Secondary Skills:
Convey ideas in writing, Speak so others can understand, Cooperate with others
Learner Needs & Goals:
Learners in this class have a variety of needs and goals. Some want to improve basic skills so they can qualify for an entry-level job that does not require GED certification, but that requires basic math and/or literacy skills. Most of the learners are working for GED certification so they can qualify for a job that requires a GED. Others want their GED certification so they can obtain a better job or advance in their present job. This activity is designed to assist all learners in becoming more effective communicators.
Learning Activity Description:
I. Introduction to Language Registers
Facilitator will encourage recognition of language registers with the following questions: "Do you speak the same way at home as you speak here in the classroom?" "Do you speak the same way with your children as you speak with your adult friends?" "Do you speak differently when talking with your child's teacher or doctor than when you are chatting with a friend on the telephone?" Facilitator explains that we all speak differently in different situations. These ways of speaking differently are called registers of language. Every language has five registers. Facilitator gives each learner a handout outlining and defining the five registers. Discuss each register in detail.
Discuss some of the ways we can distinguish between registers, and the way this influences our language. For instance, the word "woman" -- how many words can you think of that all mean "woman?" How about "lady," "chick," "gal," "female," or "girl?" Ask if learners can think of others. Ask which they would prefer to be called and which they would NOT like to be called. Can learners see how this might cause communication difficulties in a workplace setting? Or in a school situation?
Introduce the idea of all the words we have to describe "death." Terms like "croaked," "kicked the bucket," "bought the farm," and how about "passed on" "passed away" or "crossed over." Ask if learners can think of others. If they were describing the death of a loved one, would they use a word like "croaked?" How about if they were describing the death of someone you don't particularly like or someone they didn't know well? Ask if learners see how emotions can influence choice of register.
Further the discussion by asking: "Which of these registers do you use most often at home?" "Which is used most often in school?" "Which is used most often in business or workplace situations?"
Make learners aware that schools use formal register and that standardized tests are written in formal register, and, if they go for a job interview, they will want to use formal register with the person who is conducting the interview. This could make the difference in whether or not they get the job. The use of formal register allows one to do better in school, to score higher on tests, and even to get the more desirable job. Learners will be able to communicate more effectively with all types of people in many different situations if they understand these registers.
II. Recognizing Language Registers
Give each learner the handouts of Little Red Riding Hood written in formal register and in casual register. Have the versions read aloud. After the stories have been read, emphasize that in the formal register version, the story starts at the beginning of the action and then develops in a logical pattern to the end. Events are told in the way that they happen. In the casual register version, point out that the story begins by telling the ending first. This is the most emotional part of the story. Notice how the characters are described and events are related. Discuss which story is the most fun, which has the most interesting characters, and which has the most logical order.
 III. Using Language Registers
Following this discussion, divide the class into groups of 3 or 4. Each group will work together to write two versions of a story. The first version will be in the casual register and then the group will "translate" the story to the formal register. This can be a simple fairy tale, a story from a book you have read, or a story that you create.
After the groups have completed their stories, one volunteer from each group will read the formal register version of the story and one volunteer will read the casual register version. Group discussion will end the activity.
Materials and Resources:
Book: A framework for understanding and working with students and adults from poverty (Copyright, 1995, Ruby K. Payne, RFT Publishing)
Attachments: (For Internet Explorer users, right click on link then choose "Save target as". For Netscape users, just hold down the shift key and click on the link.)
Assessment:
Learners were able to recognize, compare and contrast language registers, as evidenced by group discussion; they were able to recognize the significance of using formal register in work and school situations. Learners demonstrated their ability to work effectively as a group to produce two writings in different registers and to choose one representative from the group to act as group spokesperson.
Reflection:
This activity generated lots of group discussion; reading the two versions of the stories aroused much interest and class participation in the ensuing discussion. Their oral communication skills were spotlighted and enhanced by this activity. They also enjoyed working together on this project, and produced some very interesting and humorous stories in the different registers. When I do this activity again, I would add a script of a conversation written in the two registers, perhaps a script of an individual doing a job interview, or a conversation between an employer and employee--lots of possibilities for scripts here.
English as 2nd Language Ads
Register use is one of the most important aspects of correct English usage for advanced users of the language. In other languages (French, German, Italian, etc.) formality can be signalled through the formal / informal "you" (du - Sie, tu - Vous, tu - Lei, etc.). In English, register is a key element in expressing degrees of formality.
Here is an overview of registers with specific examples for specific occasions.
REGISTER - Definition: Type of language used when speaking to others
VERTICAL REGISTER - Definition: Language used varying in degrees of formality
HORIZONTAL REGISTER - Definition: Jargon, slang, etc. used in communicating with your friends, colleagues, etc.
One of the more interesting parts of the discussion centered around this hierarchy of "vertical" registers proposed by Cheryl Carter.
LANGUAGE REGISTERS (adapted version)
  1. Frozen - Language that does not change - Prayers and pledges, "set" speech which is often scripted
  2. Formal - Complete sentences and specific word usage. - Formal English often used to show respect used in places such as work, school and public offices
  3. Consultative - Formal register used in conversation - colleagues, peers, etc
  1. Casual - Language used in conversation with friends. - idiomatic and often full of slang, used to signal belonging to a given group
  2. Intimate - Language between lovers (and twins). - "private" language full of codewords only known to the two
Here are four examples of different situations using different types of language to express similar sentiments:
Example: Greetings
  1. Frozen - Welcome to the Hugh Brothers Industrial Center. Where tomorrow's world meets today's. Please remember that no flash photography is allowed during this tour...
  2. Formal - Good morning. May I speak to the director, please?
  3. Consultative - Hello, Mr Smith. How are you this morning?
  4. Casual - Hey, Jack. What's up?
  5. Intimate - How's my little snuggy wuggy?
Example: Complaints
  1. Frozen - This is a complaint for damages and injunctive relief arising out of manipulative activities in the gold market from 1994 to the present time ...
  2. Formal - I hope you don't mind my stating that the service is unsatisfactory. I would like a refund.
  3. Consultative - Excuse me Ms Anderson. As I understand the task, we need to focus on improving our delivery times rather than blaming our suppliers.
  4. Casual - Oh, Bob. Just a moment! Listen, you know... well... what was with that off-key comment last night?
  5. Intimate - I'm sick and tired of your crap!
Example: Encouragement
  1. Frozen - I offer You all my prayers, works, joys and suffering of this day ...
  2. Formal - Thank you for applying for this position. We'll let you know within a week if you have been chosen for an interview.
  3. Consultative - Thanks for following-up on the Jones account. Great job!
  4. Casual - Whoa, way to go! Nice catch!
  5. Intimate - You're so good. I'm crazy about you, Honey.
Language Registers
There are five language registers or styles. Each level has an appropriate use that is determined by differing situations. It would certainly be inappropriate to use language and vocabulary reserve for a boyfriend or girlfriend when speaking in the classroom. Thus the appropriate language register depends upon the audience (who), the topic (what), purpose (why) and location (where).
You must control the use of language registers in order to enjoy success in every aspect and situation you encounter.
1.      Static Register
This style of communications RARELY or NEVER changes. It is “frozen” in time and content. e.g. the Pledge of Allegiance, the Lord’s Prayer, the Preamble to the US Constitution, the Alma Mater, a bibliographic reference, laws .
2.      Formal Register
This language is used in formal settings and is one-way in nature. This use of language usually follows a commonly accepted format. It is usually impersonal and formal. A common format for this register are speeches. e.g. sermons, rhetorical statements and questions, speeches, pronouncements made by judges,  announcements.
 3.      Consultative Register
This is a standard form of communications. Users engage in a mutually accepted structure of communications. It is formal and societal expectations accompany the users of this speech. It is professional discourse. e.g. when strangers meet, communications between a superior and a subordinate, doctor & patient, lawyer & client, lawyer & judge, teacher & student, counselor & client,
 4.      Casual Register
This is informal language used by peers and friends. Slang, vulgarities and colloquialisms are normal. This is “group” language. One must be member to engage in this register. e.g. buddies, teammates, chats and emails, and blogs, and letters to friends.
 5.      Intimate Register
This communications is private. It is reserved for close family members or intimate people. e.g. husband & wife, boyfriend & girlfriend, siblings, parent & children.
 Rule of Language Use:
One can usually transition from one language register to an adjacent one without encountering repercussions. However, skipping one or more levels is usually considered inappropriate and even offensive. 
Source: Montano-Harmon, M. R. “Developing English for Academic Purposes” California State University, Fullerton.

Teach “Code Switching”: How to Speak in a Formal Register--other topics: click a “category” or use search box

Ruby Payne writes in the April 2008 issue of “Educational Leadership” (a magazine of the Association for Supervision and Curriculum Development) about “Nine Powerful Practices” for helping raise achievement.  Number 3 is Teach Students to Speak in Formal Register.  The following is adapted from her piece.  Find ASCD at www.ascd.org.
In 1972 a Dutch Linguist, Martin Joos, found that every language in the world includes five “registers” or levels of formality.  They are
  1. FROZEN  The words are always the same.  Examples: The Lord’s Prayer; the Pledge of Allegiance.
  2. FORMAL  The word choice and sentence structure used by the business and education community.  In English, uses a 1200 to 1600 word spoken vocabulary.  Example: “This assignment is not acceptable in its present format.”
  3. CONSULTATIVE  A mix of formal and casual register.  Example: “I can’t accept the assignment the way it is.”
  4. CASUAL  Language used between friends, which comes out of the oral tradition.  Contains few abstract words and uses nonverbal assists.  Example: “This work is a no-go.  Can’t take it.”
  5. INTIMATE  Private language shared between two individuals, such as lovers, or twins.
Both school and work operate at two levels: the consultative and formal. All people use the casual and intimate registers with friends and family.  Students from families with little formal education often default to these registers, never having been made aware of linguistic differences.
Researchers have found that the more generations a person lives in poverty, the less formal the register that person uses (with the exception of people from strong religious backgrounds who may live in the language of formal religious texts).
A study of 42 families by Hart and Risley in 1995 found that children living in families receiving welfare heard approximately 10 million words by age three, whereas children in families in which parents were classified as professional heard approximately 30 million words.
Since teachers instruct and conduct most tests in formal register, those linguistically impoverished students are at a distinct disadvantage.
 What Can Teachers Do?
Payne feels teachers should address this issue openly.  They should help students learn to communicate through consultative and formal registers.  She writes, “Some students may object that formal register is ‘white talk;’ we tell them it’s ‘money talk.’  “  The outside world makes its money and rewards people in these modalities.  It expects anyone who participates to be fluent.  Those who aren’t can be shut out.
She suggests direct instruction in the differences in register.  Explain; compare and contrast;  model correct usage.   Let students practice translating phrases from casual into formal register.
For example, a student was sent to the office for telling a teacher that something “sucked.”  Asked to translate that phrase into formal register, he said, “There is no longer joy in this activity.”
Payne feels teachers should use consultative language (a mix of formal and casual) to build relationships with students.  They should teach content in formal register, but provide additional explanation in consultative mode.
source: Ruby Payne’s article in the April 2008 issue of “Educational Leadership”.  Read the entire article for the complete list of nine “Powerful Practices.” 
Also check out Rebecca Wheeler’s article “Becoming Adept at Code-Switching.”    Her book, “Code-Switching: Teaching Standard English in Urban Classrooms,” 2006, by Wheeler and Swords, is published in Urbana IL by the National Council of Teachers of English.