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     Language use is one of the last places where prejudice remains socially acceptable. It can even have official approval, as we see in attempts to suppressslang and dialects at school. Banning words is not a sound educational strategy. As Michael Rosen points out, schools have been trying this for more than 100 years to no avail. Research shows that gradual transition towards standard English works better. But because dialect prejudice is so prevalent, this must be done in such a way that children understand there’s nothing inherently wrong with their natural expression. Language prejudices seem more resistant to change than other kinds of prejudice. Members of the majority culture, the most powerful group, who would be quite willing to accept and champion equality in other social and educational domains, may continue toreject the legitimacy of a dialect other than their own. The high level of dialect prejudice found toward vernacular dialects by both mainstream and vernacular speakers is a fact that must be confronted honestly and openly by those involved in education about language and dialects. The key to attitudinal changes lies in developing a genuine respect for the integrity of the diverse varieties of English. Knowledge about dialects can reduce misconceptions about language in general and the accompanying negative attitudes about some dialects.