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Language is a reflection of the dialogic or social phenomenon that sets humans apart from the animals. People interact and share information via cultural transmission from one person to the other. The purpose of this research was to determine the perceptions of English/language arts teachers concerning British English versus American English usage in students’ oral and written expression. Using an ethnographic survey research approach, findings indicated that there was a difference between English/language arts teachers’ nationality and their perceptions across the three clusters: (a)communicative competence regarding which dialect of English, (b) challenge of teaching Standard English to non)native EFL speakers, and (c) importance of constant correction of nonstandard English usage. In the sample of the study, differences were also detected between English/language arts teachers’ years of experience as an educator and their perceptions across the three clusters already cited. As well, there was a difference between English/language arts teachers’ academic training in nonstandard English dialects and their perceptions across the same three clusters. Pedagogical implications with regard to teaching which dialect students are required to speak or write in Standard English and whether professional development would help English/language arts teachers and students for teaching and learning Standard English.
