Language  is  a  reflection  of  the  dialogic  or  social  phenomenon  that  sets  humans  apart  from  the animals. People  interact and  share  information  via  cultural  transmission  from one person  to  the other. The  purpose  of  this  research  was  to  determine  the  perceptions  of  English/language  arts  teachers  concerning British English versus American English usage in students’ oral and written expression. Using an  ethnographic  survey  research  approach,  findings  indicated  that  there  was  a  difference  between English/language  arts  teachers’  nationality  and  their  perceptions  across  the  three  clusters:  (a)communicative competence regarding which dialect of English, (b) challenge of teaching Standard English to non)native EFL  speakers, and  (c)  importance of  constant  correction of nonstandard English usage.  In the sample of the study, differences were also detected between English/language arts teachers’ years of experience as an educator and their perceptions across the three clusters already cited. As well, there was a difference between  English/language  arts  teachers’  academic  training  in nonstandard  English dialects and  their  perceptions  across  the  same  three  clusters.  Pedagogical  implications with  regard  to  teaching which  dialect  students  are  required  to  speak  or  write  in  Standard  English  and  whether  professional  development would help English/language arts teachers and students for teaching and learning Standard English.