Teaching Language Variation in the Classroom

Strategies and Models from Teachers and Linguists
1. Auflage 2019
ISBN: 978-1-138-59795-2
Verlag: Taylor & Francis Ltd

Buch, Englisch, 204 Seiten, Format (B × H): 228 mm x 151 mm, Gewicht: 312 g

Bringing together the varied and multifaceted expertise of teachers and linguists in one accessible volume, this book presents practical tools, grounded in cutting-edge research, for teaching about language and language diversity in the ELA classroom. By demonstrating practical ways teachers can implement research-driven linguistic concepts in their own teaching environment, each chapter offers real-world lessons as well as clear methods for instructing students on the diversity of language. Written for pre-service and in-service teachers, this book includes easy-to-use lesson plans, pedagogical strategies and activities, as well as a wealth of resources carefully designed to optimize student comprehension of language variation.

Zielgruppe

Postgraduate, Professional Practice & Development, and Undergraduate

Autoren/Hrsg.

Palmer, Chris C.

Devereaux, Michelle D.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

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, Virginia
Chrystal 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, Iowa
Cameron Gale, West Des Moines Community Schools, Iowa

Index

Über Autor(innen)

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.