Growing up in Dudley in the 70s and 80s it was made clear to us at school that if we spoke with a Black Country accent that was wrong – punishments were given for using non-standard dialect such as “bae” and “dae” or saying ‘buz’ not ‘bus’. Furthermore, we were also told that if we spoke like our parents we wouldn’t get jobs – this was in the era when the steelworks were closed and the pits were closing. The education authority’s answer was to introduce the “Dudley Choral Speaking and Elocution Competition” – classes from primaries competing in how they learnt and recited various poems (Edward Lear and Kipling were much favoured) and individuals reading inspiring speeches. It was a big annual event: coaches to the town hall, the Express and Star newspaper covering it all, and lots of proud parents. I stopped “dropping my H’s” and forgot my dialect, as did many of my generation.
The “use Standard English” message was reinforced on reaching Uni -apply North, not anywhere South (you wouldn’t fit in). The world seemed full of RP speakers, and we all wanted to fit in. When I started teacher training the ‘SE and RP’ only message was made more explicit: to be a good role model you had to “speak properly”, which certainly didn’t mean revealing any Black Country origins – pupils would never listen to you if you did. After all, it was common knowledge that Brummie and Black Country (usually seen as the same by outsiders) were the most disliked accents in the UK and associated with lack of education. It was years before I questioned whether this was true in practice, and have come to see that children love to “latch onto” the distinctive ways in which their teachers speak and are fascinated by variety. Although I absolutely accept that sometimes differences in accent and dialect can form barrier to communication, I feel that this is rare and I truly wish I had retained more of my language identity.