Full Description
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.
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, 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
