Language, Reason, and the Costs of Abandoning StandardsI have been doing some reading in recent weeks of one of my favorite authors, Stephen Pinker, specifically a work, which has become something of a classic, published some time ago, The Language Instinct.1 In this fascinating work, Pinker includes a discussion of certain strands within contemporary language studies that advocate treating nonstandard dialects as pedagogically equivalent to standard academic language in analytic and institutional contexts. Increasingly, the trend to “deprioritize” the rules of the so-called “hegemonic” idiom has spread not only in the academic literature (especially in discourse within the “critical studies” community), but also into elementary and secondary educational contexts, where traditional instruction gives way to curricula which eschew formal semantics, structural rigor, analytical grammar and attention to conventions of standard speech. These are, in the view of many, tedious and “prescriptivist,” if not altogether oppressive, in effect. The implications of this trend bear attention.The desire for inclusivity, and a respect for the identity, and the legitimacy, of non-standard dialects has served an important corrective function. It has countered naïve assumptions about intelligence, worth, or expressive capacity based on the accent of speakers (particularly, within an educational context, members of traditionally “disadvantaged” or marginalized communities), or their native idiom, and they have rightly underscored that all natural languages, and dialects, as tools for the conveyance of meaning, are systematic, rule-governed, and capable of sustaining coherence within their speech communities. The aforementioned scholarship, among critical theorists, repetitively makes this case, and often advocates for the “disruption” of normative practice in prioritizing standard language in education. While many proponents of critical language awareness advocate additive models (combining standard instruction with critical reflection), there remains a growing pedagogical tendency—particularly in some applied contexts—to de-emphasize explicit instruction in standard forms. Alongside the salutary recognition of the potential of nonstandard idioms to convey meaning, the advocates of disruption and those who decentralize standard language – both in the study of the conventions of semantics, grammar, syntax and literature of the so-called hegemonic culture, and even (increasingly) in second language studies – are encouraged to develop in students “critical language awareness.” This means they must analyze how standard language ideologies function to maintain power, reproduce social inequality, and marginalize non-standard speakers. Standard language in this view should be depreciated, and “traditional” tenets of rigor and formality loosened, if not abandoned.2This, in my view, is a troubling tendency. A growing demand within the academic community that teachers should disparage the role of standard language as a distinct and indispensable instrument of analytic reasoning, education, and public discourse, and should ignore or relax altogether the requirements of standard language within those domains, comes at a genuine intellectual cost. This trend derives from a conflation of two claims that ought to be kept rigorously distinct: 1) that non-standard dialects are linguistically legitimate, and 2) that they are equally suited to the purposes of rigorous analysis, formal exposition, and institutional persuasion. The first claim is well supported; the second is not. Linguistic legitimacy concerns internal rule-governed structure. Analytic suitability concerns the external demands of institutional reasoning. These are different evaluative criteria.The function of standard language is not merely social or aesthetic. It is epistemic. Standard language, and its concomitant conventions, are a deliberately constrained linguistic instrument, refined over time to facilitate explicit reasoning among large, heterogeneous populations lacking shared background assumptions. Their norms - precision of reference, explicit premising, linear argumentation, controlled affect, and stable semantics—are not simply useless, arbitrary conventions imposed by cultural elites.They are, ultimately, technologies of clarity. Like any technology, they are historically contingent and socially distributed — but their function is instrumental rather than symbolic. Their value lies not in who first wielded them, but in what they enable: durable inferenceacross differences.This point becomes clearer when we consider the nature of analytic reasoning itself. Formal and informal logic alike require that premises be identifiable, that terms be defined and used consistently, that inferential steps be traceable, and that conclusions follow recognizably from what precedes them. These requirements impose significant cognitive demands, particularly on novice thinkers – such as students in elementary school and in secondary education. Language varieties or discourse registers that tolerate imprecision, ambiguity, shifting reference, lack of logical parallelism, ellipsis, emotional compression or implicit premises, and which rely heavily on coterie-defined metaphorical, metonymical and other figurative devices may function admirably in high-context, oral, or in-group settings. But when such registers are imported, unaltered, into analytic contexts, they tend to obscure inferential structure and permit, rather than resist, intellectual shortcuts.This observation should not be misunderstood as a claim about the intellectual capacities of speakers. The capacity to reason analytically is not distributed along linguistic lines. Rather, the issue is whether a linguistic system - or, more precisely, a set of linguistic norms - enforces the disciplines that analytic reasoning requires. Standard academic language, as institutionally codified, has evolved to externalize these disciplines; informal and high-context registers are typically not structured with those analytic demands in mind. What is permitted is frequently exploited, particularly by students still learning how to discipline their thought, to the detriment of cogency. The advantage of standard language is not structural superiority, but the institutionalization of constraints that externalize logical discipline.Consider, for example, features often cited in discussions of non-standard speech: double negatives, emotionally charged vocabulary, topic drift, or reliance on shared contextual assumptions. Within the speech communities in which these features are normative, they are not logically defective; they are, indeed, rule-governed and intelligible. But they are poorly aligned with analytic goals. Double negation, while unambiguous within a dialect, can complicate scope in formal reasoning. It takes the rigidity of formal logic, the agreement of the linguistic community as to application of meaning within the norms of “standard” language to resolve this. This is the case for example in Iberian languages, Langue d’oc, Langue d’oil and Italo Romance. In these contexts, the double negative construction and, for example, dative redundancy are standardized as to their interpretation within a closely framed set of linguistic applications. Emotional loading, meanwhile, collapses descriptive rigor into subjectivism. Topic drift, imprecise reference and highly figurative language often obfuscate reasoning and undermine argumentative coherence. Implicit premises and non sequitur render reasoning opaque for readers not already inclined to agree. Along with a failure to rigorously define conventions of semantics, grammar, syntax and punctuation, as well as spelling and pronunciation, these features may not make analytic reasoning entirely impossible. They do, however, make it more difficult, and far more subject to misunderstanding and misinterpretation. They detract from rigorous discourse, they do not assist it. And, in educational settings and communication requiring rigor, assistance matters.Standard language functions as a kind of intellectual scaffolding. Its stylistic constraints externalize cognitive discipline. They force writers to slow down, to specify what they mean, to anticipate objections, and to make inferential commitments explicit. This is extremely important in academic contexts, in the public domain, and in business. In this sense, standard language “carries the water” for analytic thought not because it is inherently more logical, but because it institutionalizes habits of clarity. To abandon those habits in the name of linguistic equivalence is a major category error. It confuses respect of language evolutionary realities and cultural diversity with utility and rigor. Castilian was once the vulgar language of disenfranchised peasants within the complex of the pax romana. Over millennia, it evolved into a highly logical discursive language spectacularly suited for analytical rigor. Standard language, agreed upon by all, fulfills this highly utilitarian function as well as aesthetic objectives. It does so by default; non-standard and informal registers generally do not - much as Basil Bernstein’s distinction between restricted (high-context, assumption-laden) and elaborated (explicit, low-context) codes – which highlights the institutional mismatch when schools deprecate traditional standards or allow expression for heterogeneous consumption exclusively in high context idioms.3The consequences of this confusion in the educational domain and the acceptance, indeed the encouragement, of nonstandard language are increasingly visible. Students are often encouraged to view demands for standard language as matters of taste. Worse, the teaching of standard language is framed – especially within the so-called “critical” language studies community – through an academic perspective that interprets language primarily through the lens of power, domination, and resistance. In this view, standard language is disparaged as the language of the hegemon, the colonialist. It must cede its place to the patois, the languages and dialectical peculiarities of the so-called disenfranchised. Language study and language teaching must no longer prioritize the “standard” language of power elites. Rather, enlightened language theory must be, to use the term of consensus, “disruptive”.In reading such statements, I rarely understand, specifically, what harms are being remediated and what, other than the value of clarity, coherence and logical discourse, is being disrupted. This iconoclasm is seen somehow as a meritorious or virtuous redress of historical injustices which must be corrected. It seems that among such theoreticians, little thought is given to the fact that standard language – because it is the language of the hegemon – has evolved precisely to provide tools for rational thought – as such rational discourse, and its logic, provides the framework for advancement of the social, scientific and artistic achievements of the dominant culture. Institutional centers of power have historically codified linguistic norms that support the forms of reasoning valued within those institutions (reasoning construed as “effective” for achieving the utilitarian objectives of their societies and cultural norms upon which the reigning societal edifices are erected). Instead of disparaging the teaching of the language which fosters access to these norms – including not only the logic, the grammar, the syntax and agreed upon semantics of the hegemonic dialect, but also the indispensable linguistic niceties which constitute the phatic web within which all productive discourse takes place (is experienced as inviting, nonthreatening and conducive to dialogue) –, some pedagogical approaches, in seeking to resist linguistic hierarchy, actually end limiting students’ access to the linguistic tools most rewarded by institutions. In so doing, I suggest they are being cognitively dissonant – they are subverting their own implied desire to provide access to power to those whom they encourage to disparage standard forms. Research in educational sociology and writing studies suggests that explicit instruction in elaborated codes improves students’ ability to produce decontextualized, analytically structured arguments.4,5In today‘s public discourse, including political discourse, regrettably there is a trend increasingly to favor immediacy and affect over argument. This can be seen in both social and legacy media. Commentary frequently substitutes assertion for analysis, confident that expressive force will compensate for logical thinness. In such an environment, the erosion of linguistic standards is not merely a cultural shift; it is an epistemic one.To insist on standard language in analytic domains and in the public discourse, and to require students to learn and to wield it effectively, and with rigor, is not to denigrate non-standard dialects or to deny their expressive richness. It is simply to recognize that different communicative goals require different linguistic disciplines. It is a recognition that, in fact, not all registers are interchangeable. We do not accuse mathematics of elitism because it demands symbolic precision, nor chemistry because it requires a specialized vocabulary. We understand that certain forms of inquiry demand particular tools. Language is no different.This recognition carries clear implications for education, academia, and public life. Students should be taught—explicitly and unapologetically—that mastery of standard language is not a betrayal of identity but an acquisition of intellectual power and access to what Lisa Delpit calls “the language of power”.5 Academic institutions should resist the temptation to relax linguistic standards under the mistaken belief that rigor is exclusionary. Public figures, especially those who aspire to persuade across differences, should model the disciplined use of language appropriate to analytic, business and civic reasoning. It is important to emphasize that nothing in this argument entails that nonstandard dialects are cognitively deficient or aesthetically inferior. Nor does it deny that standard language carries some historical associations with exclusion. The question at issue is not dignity, but function. Educational institutions must decide which linguistic norms best serve the development of transferable analytic competence. While analytic reasoning is in principle independent of linguistic form, the absence of externalized constraints increases cognitive load, particularly for novice thinkers. None of this requires suppressing dialects, policing informal speech, or denying the legitimacy of linguistic variation in its proper contexts. It requires only the courage to say what was once taken for granted: that clarity is not oppressive, and precision is not prejudice. Recognizing the functional value of standard language does not require denying expressive richness or cultural legitimacy in other forms. I think we are better served with a stance not advocating replacement, but rather breadth of repertoire. This allows for expressive richness while recalling that a shared standard language remains one of the most powerful instruments we possess for thinking together in common. NOTES1. Stephen Pinker, The Language Instinct: How the Mind Creates Language, 9th ed, Harper Perennial, 2007.2. Examples in the literature are myriad. A few: The new Journal from the U of Pennsylvania, Racial Justice in Multilingual Education(RJME), the first edition of which was published in August of 2025; The “Standard Language Ideology Statement”, published by the the Department of Linguistics at the University of Michigan, July 2021: https://lsa.umich.edu/linguistics/about-us/values-statement/standard-language-ideology-statement.In this latter, one reads the following: “Linguists do not support the widely held assumption that there is a standard language that should be adopted by all, and our department condemns penalties that come with not using such language. Standard language ideology is a construct that establishes a hierarchy between varieties. It misleads language users into believing that some varieties are better than others and can perpetuate harmful patterns of linguistic discrimination - discrimination that is often a proxy for ethnic, gender, class, and regional discrimination.”3. Basil Bernstein, Class, Codes and Control, Vol. 1 (Routledge, 1971); see also his 1962 article in American Anthropologist. Bernstein argues convincingly that elaborated codes are essential for formal reasoning and institutional success, and failing to teach them disadvantages students structurally, independent of any deficit in the restricted code itself.4. Pierre Bourdieu, Language and Symbolic Power, ed. John B. Thompson (Harvard University Press, 1991), esp. ”The Economics of Linguistic Exchanges” and ”Authorized Language.” Bourdieu argues that refusing to teach the dominant language in the name of equality deprives repressed groups of instruments for social mobility and institutional participation.5. Lisa Delpit, ”Skills and Other Dilemmas of a Progressive Black Educator,” Harvard Educational Review (1986); see also, Lisa Delpit, “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children,” Harvard Educational Review 58:280–298 (1988). Delpit argues that explicit instruction in the ”language of power” (standard/edited English) is an ethical obligation, especially for marginalized students, and that withholding it is paternalistic rather than liberatory. This complements pedagogical work on writing as cognitive scaffolding, such as Flower and Hayes, “A Cognitive Process Theory of Writing.” College Composition and Communication, 1981.