Language Proper? or Slang?

While contemplating this whole idea of proper usage / grammar and whether or not correct what you deem improper usage / grammar when students or adults are speaking; there many facets to consider. I say many facets because all spoken languages have a syntax that is followed by the speaker, this syntax may be foreign or unfamiliar to your idea of speaking "Proper English," but that doesn't mean it doesn't exist. So, before you can solve a problem you must fully identify the problem. I would begin with a T-Chart noting the differences between what is being said as it compares to "your" idea of "Proper English." By doing this initial identification and establishing baseline data, you will also be better able to recognize when other systems (including yourself) are operating as a "cultural deficit" or a "cultural difference" system. Knowing that your treating others in a "deficit" system it may be harder to affect and overall change, because one of the first things you are doing is reinforcing the stereotype label already applied to that group or individual even without saying it aloud. It was very evident in the Fox Media clip of Gerrard McCledon (link), that he is operating in a "cultural deficit" system (not in a malicious way), but from the stand point that perpetuates the stereotypical behavior in the reasons why the students need change their language usage. I do think Mr. McClendon has his heart in the right place and I agree to some extend with him that a "to do nothing stance" is wrong and harmful, but his approach needs to shift a little. Much like the systemic shift that needs to occur across our entire educational system. This is an exciting time to be an educator if you can see far enough into the future and embrace the unknown of tomorrow instead of clinging to the drill and skill worksheets of the past. That is not to say that students today don't need rote  and fundamental skills, they do, we all do, that said we all will remember those skills and other important knowledge when we are actively engaged in experiential learning. Embracing the "cultural difference" when teaching students will enable teachers to guide their students to better word choices in certain settings (changing their register) to ensure that while preserving their unique dialect they are not immediately stereotyped. The code shift ideology teaches students to recognise the setting in which they are preparing to interact (on a conscious level), because we all shift to some degree when interacting with certain peers or family members (on the unconscious level). Yet, even the code shifting as outlined in the "What Matters" (link) video has some "cultural deficit" undertones, in that it points out that "Business English" is the power language, but refers to other dialects as inferior English to be spoken at home, not school or work. This video also reinforces that students need  change their language register in order to succeed; quickly noting that "writing scores have improved since they started teaching the students to speak "Business English" at school."
I think the key nugget I learned from this dialog about dialect and learning is something Dr. Purcell-Gates said, "Children are learners, have been learning since birth, are ready to learn anytime, and will learn." This is what teaching is all about, not just filling student minds with facts, figures, and formulas, but teaching them about the life around them that is full of learning opportunities that will last a lifetime. The goal of every teacher should be to help students become lifelong learners.