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Written for preservice and in-service ELA teachers, this book brings together the expertise of teachers and linguists to demonstrate ways teachers can implement research-driven linguistic concepts in the classroom, offering real-world lessons and methods for instructing students on language diversity.
Written for preservice and in-service ELA teachers, this book brings together the expertise of teachers and linguists to demonstrate ways teachers can implement research-driven linguistic concepts in the classroom, offering real-world lessons and methods for instructing students on language diversity.
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Michelle D. Devereaux is Associate Professor of English Education at Kennesaw State University, USA. Chris C. Palmer is Associate Professor of English at Kennesaw State University, USA.
Inhaltsangabe
Dedication Acknowledgements Foreword Anne Curzan, University of Michigan, Ann Arbor, Michigan Introduction Teaching Language Variation and Ideologies: Questions and Strategies How to Use This Book Michelle D. Devereaux and Chris C. Palmer, Kennesaw State University, Georgia Part One: Teachers' Perspectives "Word Crimes" and Linguistic Ideology: Examining Student Ideas About Language in the English Language Arts Classroom Amy L. Plackowski, Hudson High School, Massachusetts Prescriptive and Descriptive Lenses: How a Teacher Worked with Local Linguists to Develop a Language Ideologies Unit Andrew Bergdahl, New Hampton School, New Hampshire Profiling, Prejudice, and Prestige: Language Ideologies Across Contexts Stacy Ishigaki Arevalo, Eastside College Preparatory School, California "Working With" Instead of "Pushing Against": Meeting Testing Standards While Teaching Language Ideologies Mike Williams, Joseph Wheeler High School, Georgia, and Dundalk High School, Maryland "Mr. D, is this, like, a real word?": Stories of a Linguist in a High School English Classroom John A. Damaso, Brophy College Preparatory, Arizona Linguistics in an English Language Arts Class: Elevating Language Awareness Beth Keyser, Superior High School, Montana Using Music to Bridge Language Diversity Jillian Ratti, McMinn County High School, Tennessee Power, Society, and Identity: Language and Life in a Ninth-Grade English Classroom Holly Hoover, Kennesaw Mountain High School, Georgia Language Awareness in Education: A Linguist's Response to Teachers Walt Wolfram, NC State, North Carolina Part Two: Linguists' Perspectives Principles to Navigate the Challenges of Teaching English Language Variation: A Guide for Non-Linguists Mike Metz, University of Missouri, Missouri Teaching Linguistic Diversity as the Rule Rather Than the Exception Anne Lobeck, Western Washington University, Washington DARE(ing) Language Ideologies: Exploring Linguistic Diversity Through Audio Data and Literature in Secondary Language Arts Courses Kelly D. Abrams, University of Wisconsin-Madison, Wisconsin Trini Stickle, Western Kentucky University, Kentucky Bringing Critical Language Pedagogy to the Middle School Social Studies Classroom: Lessons for Standard English Learners Jessica Hatcher and Jeffrey Reaser, NC State, North Carolina Grammar in the Spanish/English Bilingual Classroom: Three Methods for Teaching Academic Language Mary Hudgens Henderson, Winona State University, Minnesota Attitude Change is Not Enough: Changing Teacher Practice to Disrupt Dialect Prejudice in the Classroom Rebecca Wheeler, Christopher Newport University, Virginia Extending the Conversation: Two Teachers' Response to Linguists Suzanne Loosen and Teaira McMurtry, Milwaukee Public Schools, Wisconsin Part Three: Collaborations Between Teachers and Linguists Using Digital Resources to Teach Language Variation in the Midwest Amanda Sladek, University of Nebraska-Kearney, Nebraska Mattie Lane, West High School, Iowa How Power Reveals and Directs Teacher Language Ideologies with High-Achieving African American Students in a Secondary English Classroom Tanji Reed Marshall, Virginia Polytechnic Institute and State University, VirginiaChrystal Seawood, Washington Leadership Academy, Washington D.C. Sustained Linguistic Inquiry as a Means of Confronting Language Ideology and Prejudice Kristin Denham, Western Washington University, Washington David Pippin, Friday Harbor Elementary School, Washington "Standard" English, "Classic" Literature: Examining Canonical and Linguistic Ideologies in Huck Finn Jeanne Dyches, Iowa State University, IowaCameron Gale, West Des Moines Community Schools, Iowa Index
Dedication Acknowledgements Foreword Anne Curzan, University of Michigan, Ann Arbor, Michigan Introduction Teaching Language Variation and Ideologies: Questions and Strategies How to Use This Book Michelle D. Devereaux and Chris C. Palmer, Kennesaw State University, Georgia Part One: Teachers' Perspectives "Word Crimes" and Linguistic Ideology: Examining Student Ideas About Language in the English Language Arts Classroom Amy L. Plackowski, Hudson High School, Massachusetts Prescriptive and Descriptive Lenses: How a Teacher Worked with Local Linguists to Develop a Language Ideologies Unit Andrew Bergdahl, New Hampton School, New Hampshire Profiling, Prejudice, and Prestige: Language Ideologies Across Contexts Stacy Ishigaki Arevalo, Eastside College Preparatory School, California "Working With" Instead of "Pushing Against": Meeting Testing Standards While Teaching Language Ideologies Mike Williams, Joseph Wheeler High School, Georgia, and Dundalk High School, Maryland "Mr. D, is this, like, a real word?": Stories of a Linguist in a High School English Classroom John A. Damaso, Brophy College Preparatory, Arizona Linguistics in an English Language Arts Class: Elevating Language Awareness Beth Keyser, Superior High School, Montana Using Music to Bridge Language Diversity Jillian Ratti, McMinn County High School, Tennessee Power, Society, and Identity: Language and Life in a Ninth-Grade English Classroom Holly Hoover, Kennesaw Mountain High School, Georgia Language Awareness in Education: A Linguist's Response to Teachers Walt Wolfram, NC State, North Carolina Part Two: Linguists' Perspectives Principles to Navigate the Challenges of Teaching English Language Variation: A Guide for Non-Linguists Mike Metz, University of Missouri, Missouri Teaching Linguistic Diversity as the Rule Rather Than the Exception Anne Lobeck, Western Washington University, Washington DARE(ing) Language Ideologies: Exploring Linguistic Diversity Through Audio Data and Literature in Secondary Language Arts Courses Kelly D. Abrams, University of Wisconsin-Madison, Wisconsin Trini Stickle, Western Kentucky University, Kentucky Bringing Critical Language Pedagogy to the Middle School Social Studies Classroom: Lessons for Standard English Learners Jessica Hatcher and Jeffrey Reaser, NC State, North Carolina Grammar in the Spanish/English Bilingual Classroom: Three Methods for Teaching Academic Language Mary Hudgens Henderson, Winona State University, Minnesota Attitude Change is Not Enough: Changing Teacher Practice to Disrupt Dialect Prejudice in the Classroom Rebecca Wheeler, Christopher Newport University, Virginia Extending the Conversation: Two Teachers' Response to Linguists Suzanne Loosen and Teaira McMurtry, Milwaukee Public Schools, Wisconsin Part Three: Collaborations Between Teachers and Linguists Using Digital Resources to Teach Language Variation in the Midwest Amanda Sladek, University of Nebraska-Kearney, Nebraska Mattie Lane, West High School, Iowa How Power Reveals and Directs Teacher Language Ideologies with High-Achieving African American Students in a Secondary English Classroom Tanji Reed Marshall, Virginia Polytechnic Institute and State University, VirginiaChrystal Seawood, Washington Leadership Academy, Washington D.C. Sustained Linguistic Inquiry as a Means of Confronting Language Ideology and Prejudice Kristin Denham, Western Washington University, Washington David Pippin, Friday Harbor Elementary School, Washington "Standard" English, "Classic" Literature: Examining Canonical and Linguistic Ideologies in Huck Finn Jeanne Dyches, Iowa State University, IowaCameron Gale, West Des Moines Community Schools, Iowa Index
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