Does Bad Grammar Mean You’re Uneducated?

When someone uses “their” instead of “they’re” or types “I seen that movie” instead of “I saw that movie,” what’s your first reaction?

Do you think:
“They must not be very educated”?

If so, you’re not alone. Many people instinctively associate “bad grammar” with a lack of intelligence or formal education. But is that assumption fair—or even accurate?

The answer is more complex than a simple yes or no. In reality, grammar is deeply connected to culture, class, access to education, regional identity, and evolving language norms. And what we call “bad grammar” is often just non-standard grammar, which doesn’t automatically signal a lack of intelligence or education.

In this article, we’ll dive deep into what bad grammar really means, explore why we associate it with being uneducated, and uncover why it’s time to challenge that stereotype.

What Is “Bad Grammar,” Anyway?

Let’s start by defining the term.

Most people think of bad grammar as:

Misusing homophones (your/you’re, their/they’re)
Violating subject-verb agreement (“They was” instead of “They were”)
Using double negatives (“I don’t know nothing”)
Speaking in sentence fragments or run-ons

But linguists make an important distinction between:

Prescriptive grammar – the “rules” you learn in school (e.g., don’t split infinitives, use whom properly)
Descriptive grammar – how people actually speak and write in real life

What’s considered “bad grammar” in a classroom may actually be grammatically consistent and rule-governed within a different dialect or language system. This is key to understanding that “bad grammar” doesn’t always mean someone is uneducated—it may simply mean they’re using a different variety of English.

Grammar and Education: The Misconception

There’s a widespread assumption that proper grammar equals education, and poor grammar means a lack of it. Why?

Because in formal education systems, especially in English-speaking countries:

Grammar is often emphasized as a mark of academic ability.
Standard English is taught as the “correct” or “proper” form.
Students are penalized for using non-standard English.

As a result, people grow up equating grammar accuracy with intelligence and social worth. But here’s the problem: this assumption ignores the role of context, culture, and linguistic diversity.

Plenty of intelligent, educated people make grammar mistakes—or intentionally use informal grammar—because:

They’re typing quickly or casually (especially in texts or emails)
English isn’t their first language
They’re using regional or cultural dialects
They’re neurodivergent or have learning differences like dyslexia

Dialects Aren’t Errors—They’re Languages

Consider this sentence:

She be working late every night.

To someone unfamiliar with African American Vernacular English (AAVE), this might sound incorrect. But in AAVE, the use of “be” indicates a repeated or habitual action, something that Standard English doesn’t express so clearly. It’s a grammatical feature, not a mistake.

Likewise:

In Appalachian English, you might hear: “I seen him yesterday.”
In Caribbean English, you might hear: “Me going shop.”

These phrases aren’t uneducated babble. They follow the grammatical rules of different dialects, each with its own structure and logic.

To call such grammar “bad” is to misunderstand the richness of language diversity—and often, to reveal bias.

The Role of Privilege and Access

Let’s not overlook a key point: Access to formal education and exposure to standard English grammar instruction are privileges, not universal experiences.

Many people:

Grow up in communities where standard English isn’t spoken at home.
Attend under-resourced schools where grammar instruction is limited.
Learn English as a second or third language in adulthood.
Navigate multiple languages or dialects daily.

Are these individuals less intelligent because they mix up “its” and “it’s” or struggle with verb tenses? Absolutely not.

Grammar reflects opportunity more than intellect. Correct grammar may say more about your background and access than your brainpower.

Even the Educated Get It “Wrong”

Think about this:

Highly educated people misplace commas all the time.
Professors sometimes confuse “effect” and “affect.”
Top-tier executives send grammatically shaky emails.

Why? Because language is fast-moving, imperfect, and deeply human. Nobody—nobody—uses perfect grammar all the time. Not even grammar teachers. Not even writers (we revise for a reason!).

In fact, studies show that people with high cognitive loads (lots on their mind) or fast communication needs (like texting or instant messaging) will naturally cut corners in grammar without losing clarity.

So, the presence of grammar errors isn’t always a reflection of education—it’s often a reflection of circumstance or context.

The Stigma of “Bad Grammar” Is Rooted in Classism

Unfortunately, grammar policing is often a tool of social gatekeeping. It’s used to:

Judge job applicants
Mock people online
Marginalize non-native speakers
Dismiss minority communities

Correct grammar becomes a status symbol, and those who don’t conform are treated as less intelligent, less professional, or less capable.

This mindset promotes linguistic discrimination, which is a real issue in hiring, education, and daily life. It penalizes people not for lack of ability—but for using a different version of English.

So when someone scoffs at a grammar mistake and says, “Learn proper English,” what they often mean is, “Speak the way I was taught is right.”

And that’s not education. That’s elitism.

Should We Stop Teaching Grammar Altogether?

Not at all.

Understanding and using standard grammar is still important for:

Academic and professional success
Formal communication
Writing clearly and effectively
Passing exams or job interviews

But here’s the key difference:

We should teach grammar, not weaponize it.

Educators should:

Encourage grammar learning with empathy and context.
Teach standard grammar as one valuable form of expression—not the only “correct” one.
Celebrate dialects and linguistic diversity in the classroom.

And everyday people should:

Be aware of the biases that come with grammar policing.
Focus on what someone means, not just how they say it.
Recognize that grammar mistakes are human, not criminal.

The Internet, Texting, and Changing Grammar Norms

Social media, texting, and casual online writing have transformed how we use grammar. Think about:

lowercase sentences (“i love this”) as stylistic choices
Dropping punctuation for tone (“sure” vs “sure.”)
Repetition or exaggeration (“soooo happy”)

These aren’t signs of ignorance—they’re tools for tone, mood, and rhythm.

If someone types:

“ur amazing lol”

Are they uneducated—or are they using shorthand in a fast-moving conversation?

Judging someone’s education level based on text-speak or Twitter grammar is like judging someone’s driving skills by how fast they walk.

Can Grammar Still Reflect Education?

Yes—but only sometimes.

People who write and speak in grammatically accurate Standard English often:

Have had extensive formal education
Work in environments that prioritize writing
Read widely and often

So good grammar can be a sign of education—but bad grammar is not necessarily a sign of the opposite. There are too many variables at play.

It’s more accurate to say:

“Grammar can reflect someone’s background or environment—but not their intelligence or potential.”