No Single English: How a History of the English Language Course Reshapes Student Attitudes toward Grammar, Variation, and Standard English

Abstract

This study examines the impact of a History of English course on student attitudes toward grammar, language variation, and Standard English. Using a mixed-methods design, the study draws on pre- and post-course survey data alongside qualitative data from student reflections and group discussions. Participants were undergraduate English majors at a public U.S. university, many preparing to become English Language Arts (ELA) teachers. The course emphasized the historical development of English, including processes of language change, alongside sociocultural perspectives on language use. Findings indicate a shift toward more flexible and descriptivist perspectives, including acceptance of language variation and recognition of the legitimacy of diverse dialects. Students attributed these changes to their understanding of English as a historically evolving system. Meanwhile, many participants still valued Standard English in formal and academic contexts, developing a more context-dependent view of language use. Qualitative analysis reveals increased awareness of the social and cultural dimensions of language, as well as a move away from rule-based approaches to grammar. Students expressed support for teaching practices that emphasize communication, context, and audience, rather than isolated correctness. A central insight of the study is that students come to see that there is no single English. These findings suggest that integrating historical linguistics into English teaching programs can support more flexible, inclusive, and effective approaches to grammar instruction. The study has implications for teacher education, particularly in preparing future teachers to address language variation and Standard English in academically rigorous and socially responsive ways.