eaching children the southern British way of speaking without insulting them. "If the teacher," writes Jones,
             takes up a more tolerant attitude and explains that they have a language which serves its purpose well for home use, but that there exist many other ways of talking; that some of these ways are only understood well in restricted areas, say London, or South Lancashire, or the neighborhood of Dundee, while others are readily understood over much wider areas – some, in fact, over the whole of the English speaking world; that it often comes in very usefully if a man can talk a kind of English which is easily understood everywhere, and this is why a special kind of English is taught in school; then the teacher can get the boys on his side, and they become willing to learn the school pronunciation instead of thinking it silly and affected (Jones 1930, 29).
             Of course such a stance seems deeply patronizing in our multicultural era, but in Great Britain of the 1930s, it was still believed by Jones and other educated men that there was only one proper way to speak English.
             In The English Language, the English linguist David Crystal, writing in the 1980s, asserts, "an accent comes to
             ...