Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists

Author:   Michelle D. Devereaux (Kennesaw State University, USA) ,  Chris C. Palmer (Kennesaw State University, USA)
Publisher:   Taylor & Francis Ltd
ISBN:  

9781138597952


Pages:   170
Publication Date:   21 January 2019
Format:   Paperback
Availability:   In Print   Availability explained
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Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists


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Author:   Michelle D. Devereaux (Kennesaw State University, USA) ,  Chris C. Palmer (Kennesaw State University, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.454kg
ISBN:  

9781138597952


ISBN 10:   1138597953
Pages:   170
Publication Date:   21 January 2019
Audience:   College/higher education ,  Postgraduate, Research & Scholarly ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print   Availability explained
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

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

Reviews

One of the things I love about this volume is that the classroom approaches and activities engage students' curiosity about the language they see and hear around them, as well as the language they encounter in literature...This volume is a gem because it has experienced secondary teachers and linguists in conversation about how to teach in a linguistically informed and engaging way... Linguists have much to learn from these essays about how to make linguistics more accessible for K-12 classrooms and how to design introductory linguistics courses to be more helpful for teachers in training. And secondary teachers (as well as teachers of younger students) can find information here that may inspire them to experiment with new approaches in their classrooms as early as tomorrow, because experienced teachers are laying out in detail how to do so-and why. - From the Foreword by Anne Curzan, University of Michigan, USA The key words to describe the approach of this book for me are curiosity and exploration. For anyone who works with linguistically diverse learners, this book will help, with lesson plans tied to Common Core state standards, resources, and linguistic responses to a variety of issues. The varied chapter authors, who are teacher-linguists or linguist-teachers, show readers, rather than just telling us, how to encourage our own students to become linguistically curious and experts about their own language varieties and usage. And they do so in an accessible way. I am excited to have a new tool to help me better introduce to pre-service TESOL teachers the social hierarchy of language and the inherent value in linguistic diversity! - Heather Linville, University of Wisconsin, USA This long-needed and innovative text will serve as a springboard for educators seeking to incorporate instruction on language variation in their practice. Engaging as it is practical, this volume provides thought-provoking perspectives from experienced educators and linguists from variety of backgrounds with a wealth of experience working with diverse audiences across the U.S. Importantly, the contributors to this volume provide concrete examples and lesson plans for other scholar-practitioners to adapt as we explore with our students how language works and implications in our daily lives. This text will most certainly become a well-referenced handbook for K-20 educators for years to come! - Stephany Dunstan, NC State University, USA


Author Information

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.

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