This article compares and contrasts the learning of (Standard?) English as a second dialect in the United States with the learning of Standard English as a second language in South Africa. It argues that the common denominator of racial segregation has had clear econolinguistic and educational consequences that have been, and might continue to be, detrimental to the welfare of historically subordinated racial populations. In order to advance the teaching of Academic English, Standard English, and Workplace English in both contexts, educators should address stereotypes associated with specific varieties, students’ goals, the potential benefits of gaining communicative competence in particular varieties, and the potential consequences of not gaining that competence.
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