Scholarship on dialect diversity in classrooms has yielded two seemingly incompatible lines of research. Although numerous pedagogical approaches have been shown to provide productive alternatives to traditional responses to stigmatized dialects, research on public perceptions and teachers’ attitudes suggests that negative beliefs about stigmatized dialects and the students who speak them are deeply entrenched in U.S. society. The authors argue that teacher preparation grounded in socio-linguistic understandings of dialect diversity can help teachers develop productive pedagogical responses to students’ language choices. Drawing on previous research and their own work with teachers, the authors present a framework for preparing teachers for dialectally diverse classrooms. Recommendations include anticipating resistance, addressing issues of identity and power, and emphasizing pedagogical applications of sociolinguistic research.
Recent work on language crossing in the U.S. has examined the temporary appropriation of African American Vernacular English by white youth in an eort to participate in the current popularity and prestige of hip-hop culture, or in order to highlight racial boundaries. While such verbal behavior probably encompasses most white use of AAVE, it is not the only way in which whites (or other non-blacks) can use the variety. This paper presents a case study of the language of a 23 year old white female who makes consistent use of many distinctive linguistic features associated with AAVE. I argue that the interaction of ideologies of race, class, localness and language allow her to be considered an ingroup member despite her biographical race. This suggests that there is a tension between academic linguistic theory and actual speaker practice in assigning authenticity to individuals, and I conclude that language ideologies and other forms of qualitative evidence should be taken into account by sociolinguists looking at the link between language and race.
For more than 50 years, linguists have been interested in the educational challenges faced by speakers of African American Vernacular English, creoles, and other vernaculars, believing that the perspective of our discipline could be helpful to teachers and students alike. Psychologists, educators, and other scholars have also contributed insights from their disciplines. In this bibliography, we assemble nearly 700 references on this topic, assigning them codes depending on the topics to which they are relevant: assessment and achievement; bidialectalism and contrastive analysis; culture and curriculum; dialect readers; edited volumes; linguistic descriptions; pidgins and creoles; controversies about AAVE in the schools; narratives and other discourse-level features; speaking and listening; politics and policy; reading; strategies for instruction; teacher preparation; writing; linguistic interference; and normal and abnormal language acquisition and development. The bibliography is preceded by abbreviated (author/date) lists of citations indicating which references are relevant to each topic, along with a brief introduction.More than forty years of scholarly attention to the intersection of language and education have resulted in a rich body of literature on the role of vernacular language varieties in the classroom. At times, this field of work can be bewildering in Downloaded from its size and variety, drawing as it does on the diverse methods, theories, and research paradigms of fields such as sociolinguistics, applied linguistics, psychology, and education. Here, we hope to provide a tool useful for those interested in the complex issue of how knowledge about language variation can be used to more effectively teach students who speak a nonstandard or stigmatized language variety. We are pleased to present an extensive bibliography providing complete citations for more than 650 journal articles, periodical articles, books, book chapters, and unpublished dissertations on this vital topic.Additionally, to allow researchers to zero in on an area of particular concern, we have devised eighteen "topical" categories that represent distinct strands of research and assigned each citation codes corresponding to one or more of these categories. The two largest categories, with more than 100 and 150 references each, respectively, are those we have coded as R (reading) and I (ideology and attitudes). This undoubtedly reflects the early origins of the study of African American Vernacular English (AAVE) by linguists, who sought to remedy the alarming failure of schools to help inner-city AAVE-speaking students read on grade level, and the highly uninformed attitudes that often underlay (and still underlie) that failure. But other specific areas of interest and concern are also represented, for instance, the assessment and achievement of AAVE speakers (category A, with more than 70 entries), bidialectalism and contrastive analysis (category B, with more than 90 entries), and strategies for instruction (category S, with more t...
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