Full Product Details
Author: Shondel Nero (New York University, USA) ,
Dohra Ahmad (St. John's University, USA)
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Dimensions:
Width: 15.20cm
, Height: 1.20cm
, Length: 22.90cm
Weight: 0.453kg
ISBN: 9781138286818
ISBN 10: 1138286818
Pages: 204
Publication Date: 18 November 2016
Audience:
College/higher education
,
Tertiary & Higher Education
,
Undergraduate
Format: Paperback
Publisher's Status: Active
Availability: In Print
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Reviews
""This is a much needed publication that translates current scholarly realizations about global English for instructional purposes."" -- Suresh Canagarajah, Pennsylvania State University, USA ""Nero and Ahmad show that there is no conflict between using vernacular and so-called standard English in the classroom. Indeed, the authors explicitly ask for teaching that helps students master ""standard"" written English, while still inviting them to write often in the vernacular. This is an important and valuable book."" -- Peter Elbow, University of Massachusetts, USA ""This book offers a fresh and exciting new look at vernacular Englishes from the perspective of literary studies and of vernacular literary texts from the perspective of applied linguistics. Deftly addressing questions of both language and literature, it provides an invaluable synthesis of disciplinary paradigms, with urgent implications for how we read and teach vernacular texts from around the world."" -- Jahan Ramazani, University of Virginia, USA ""This is a book that demonstrates the intellectual, creative, and cultural benefits of engaging the vernacular in the classroom, rather than outlawing or ignoring it. Among the many virtues of this innovative book is that it combines linguistics and literature, theory and application. The pedagogical case studies, virtually ready for classroom use, are especially valuable."" -- John Rickford, Stanford University, USA ""This pioneering, visionary work reflects the curricular innovations and pedagogical strategies that these two gifted scholar-teachers have developed over the years and tested in the crucible of the classroom. At long last, the language-literature paradigm is shifting, and Nero and Ahmad’s Vernaculars in the Classroom is leading the way. Go head wit yall bad self!""-- Geneva Smitherman, Michigan State University, USA ""Nero and Ahmad’s brilliant book shows us that vernacular language is a powerful tool that not only expresses meaning as fully as any ""standard"" language, but authenticates its speakers and creates sophisticated stylistic effects."" -- Sandra Wilde, Hunter College, USA ""Vernaculars in the Classroom: Paradoxes, Pedagogy, Possibilities, by Shondel Nero and Dohra Ahmad, represents a unique instance of interdisciplinary research. The two authors, a linguist and a scholar of literature, unite their experiences and interests in vernacular expression to create an invaluable resource that exposes the myths and paradoxes that permeate the use of vernacular languages in schools. Concurrently, it offers answers and practical strategies for teachers to critically engage vernaculars in knowledge construction."" – Maria Cecilia Schwedhelm, Language and Education Journal, 2016
This is a much needed publication that translates current scholarly realizations about global English for instructional purposes. -- Suresh Canagarajah, Pennsylvania State University, USA Nero and Ahmad show that there is no conflict between using vernacular and so-called standard English in the classroom. Indeed, the authors explicitly ask for teaching that helps students master standard written English, while still inviting them to write often in the vernacular. This is an important and valuable book. -- Peter Elbow, University of Massachusetts, USA This book offers a fresh and exciting new look at vernacular Englishes from the perspective of literary studies and of vernacular literary texts from the perspective of applied linguistics. Deftly addressing questions of both language and literature, it provides an invaluable synthesis of disciplinary paradigms, with urgent implications for how we read and teach vernacular texts from around the world. -- Jahan Ramazani, University of Virginia, USA This is a book that demonstrates the intellectual, creative, and cultural benefits of engaging the vernacular in the classroom, rather than outlawing or ignoring it. Among the many virtues of this innovative book is that it combines linguistics and literature, theory and application. The pedagogical case studies, virtually ready for classroom use, are especially valuable. -- John Rickford, Stanford University, USA This pioneering, visionary work reflects the curricular innovations and pedagogical strategies that these two gifted scholar-teachers have developed over the years and tested in the crucible of the classroom. At long last, the language-literature paradigm is shifting, and Nero and Ahmad's Vernaculars in the Classroom is leading the way. Go head wit yall bad self! -- Geneva Smitherman, Michigan State University, USA Nero and Ahmad's brilliant book shows us that vernacular language is a powerful tool that not only expresses meaning as fully as any standard language, but authenticates its speakers and creates sophisticated stylistic effects. -- Sandra Wilde, Hunter College, USA Vernaculars in the Classroom: Paradoxes, Pedagogy, Possibilities, by Shondel Nero and Dohra Ahmad, represents a unique instance of interdisciplinary research. The two authors, a linguist and a scholar of literature, unite their experiences and interests in vernacular expression to create an invaluable resource that exposes the myths and paradoxes that permeate the use of vernacular languages in schools. Concurrently, it offers answers and practical strategies for teachers to critically engage vernaculars in knowledge construction. - Maria Cecilia Schwedhelm, Language and Education Journal, 2016
"""This is a much needed publication that translates current scholarly realizations about global English for instructional purposes."" -- Suresh Canagarajah, Pennsylvania State University, USA ""Nero and Ahmad show that there is no conflict between using vernacular and so-called standard English in the classroom. Indeed, the authors explicitly ask for teaching that helps students master ""standard"" written English, while still inviting them to write often in the vernacular. This is an important and valuable book."" -- Peter Elbow, University of Massachusetts, USA ""This book offers a fresh and exciting new look at vernacular Englishes from the perspective of literary studies and of vernacular literary texts from the perspective of applied linguistics. Deftly addressing questions of both language and literature, it provides an invaluable synthesis of disciplinary paradigms, with urgent implications for how we read and teach vernacular texts from around the world."" -- Jahan Ramazani, University of Virginia, USA ""This is a book that demonstrates the intellectual, creative, and cultural benefits of engaging the vernacular in the classroom, rather than outlawing or ignoring it. Among the many virtues of this innovative book is that it combines linguistics and literature, theory and application. The pedagogical case studies, virtually ready for classroom use, are especially valuable."" -- John Rickford, Stanford University, USA ""This pioneering, visionary work reflects the curricular innovations and pedagogical strategies that these two gifted scholar-teachers have developed over the years and tested in the crucible of the classroom. At long last, the language-literature paradigm is shifting, and Nero and Ahmad’s Vernaculars in the Classroom is leading the way. Go head wit yall bad self!""-- Geneva Smitherman, Michigan State University, USA ""Nero and Ahmad’s brilliant book shows us that vernacular language is a powerful tool that not only expresses meaning as fully as any ""standard"" language, but authenticates its speakers and creates sophisticated stylistic effects."" -- Sandra Wilde, Hunter College, USA ""Vernaculars in the Classroom: Paradoxes, Pedagogy, Possibilities, by Shondel Nero and Dohra Ahmad, represents a unique instance of interdisciplinary research. The two authors, a linguist and a scholar of literature, unite their experiences and interests in vernacular expression to create an invaluable resource that exposes the myths and paradoxes that permeate the use of vernacular languages in schools. Concurrently, it offers answers and practical strategies for teachers to critically engage vernaculars in knowledge construction."" – Maria Cecilia Schwedhelm, Language and Education Journal, 2016"
This is a much needed publication that translates current scholarly realizations about global English for instructional purposes. -- Suresh Canagarajah, Pennsylvania State University, USA Nero and Ahmad show that there is no conflict between using vernacular and so-called standard English in the classroom. Indeed, the authors explicitly ask for teaching that helps students master standard written English, while still inviting them to write often in the vernacular. This is an important and valuable book. -- Peter Elbow, University of Massachusetts, USA This book offers a fresh and exciting new look at vernacular Englishes from the perspective of literary studies and of vernacular literary texts from the perspective of applied linguistics. Deftly addressing questions of both language and literature, it provides an invaluable synthesis of disciplinary paradigms, with urgent implications for how we read and teach vernacular texts from around the world. -- Jahan Ramazani, University of Virginia, USA This is a book that demonstrates the intellectual, creative, and cultural benefits of engaging the vernacular in the classroom, rather than outlawing or ignoring it. Among the many virtues of this innovative book is that it combines linguistics and literature, theory and application. The pedagogical case studies, virtually ready for classroom use, are especially valuable. -- John Rickford, Stanford University, USA This pioneering, visionary work reflects the curricular innovations and pedagogical strategies that these two gifted scholar-teachers have developed over the years and tested in the crucible of the classroom. At long last, the language-literature paradigm is shifting, and Nero and Ahmad's Vernaculars in the Classroom is leading the way. Go head wit yall bad self! -- Geneva Smitherman, Michigan State University, USA Nero and Ahmad's brilliant book shows us that vernacular language is a powerful tool that not only expresses meaning as fully as any standard language, but authenticates its speakers and creates sophisticated stylistic effects. -- Sandra Wilde, Hunter College, USA Vernaculars in the Classroom: Paradoxes, Pedagogy, Possibilities, by Shondel Nero and Dohra Ahmad, represents a unique instance of interdisciplinary research. The two authors, a linguist and a scholar of literature, unite their experiences and interests in vernacular expression to create an invaluable resource that exposes the myths and paradoxes that permeate the use of vernacular languages in schools. Concurrently, it offers answers and practical strategies for teachers to critically engage vernaculars in knowledge construction. - Maria Cecilia Schwedhelm, Language and Education Journal, 2016
Author Information
Shondel Nero is Associate Professor of Teaching and Learning at New York University, USA. She is the author of Englishes in Contact: Anglophone Caribbean Students in an Urban College and editor of Dialects, Englishes, Creoles, and Education (Routledge). Her research has appeared in TESOL Quarterly, World Englishes, Language and Education, and other journals. Dohra Ahmad is Associate Professor of English at St. John’s University, USA. She is the author of Landscapes of Hope: Anti-Colonial Utopianism in America and editor of Rotten English: A Literary Anthology. Her essays have appeared in ELH, the Yale Journal of Criticism, Social Text, and the Journal of Commonwealth Literature.
