Critical Language Pedagogy in an Urban High School English Class

Abstract

The purpose of this study was to examine how classroom conversations about diverse dialects of English can provide a useful foundation for critical language and literacy instruction for students who speak African American Vernacular English (AAVE) and other stigmatized dialects. This article describes a weeklong unit on language variety that implemented what we call critical language pedagogy in three predominantly African American, 10th-grade English classes. Analyses of class discussions, interviews, and pre- and post-questionnaires demonstrate that the unit helped students critique dominant language ideologies, become more conscious of their own code-switching, and view dialect variation as natural and desirable.

Fostering counter-narratives of race, language, and identity in an urban English classroom

“…Stanley (2007) defines counter-narratives as "perspectives that run opposite or counter to the presumed order and control" (p. 14). The construction of counter-narratives, therefore, is considered a desirable educational outcome of critical pedagogy and critical literacy (Beach, Campano, Edmiston, & Borgmann, 2010), and instruction that fosters such counternarratives about language falls under the mantel of critical language pedagogy (Godley & Minnici, 2008).…”

Why “Correcting” African American Language Speakers is Counterproductive

“…Based on my own teaching background, I focus on applications for an elementary classroom. For examples in secondary classrooms, please refer to Godley and Minnici's (2008) study conducted in 10th grade English classrooms and Baker-Bell's (2013) pilot study conducted in an 11th grade English classroom. Ideas about language, race, and power can be tricky, abstract ideas for early to intermediate elementary-aged students.…”

Preparing for Urban Teaching through Place-Conscious Inquiry

“…Students' identification with language practices go beyond cultural affinity to include their allegiances to neighborhoods and youth culture (Godley & Minnici, 2008). My knowledge of language, then, serves as a framework for interpreting my observations, not as an assumption I would carry into my urban field experience because place plays an important role in language use.…”

“…To overcome the challenges I will face as an urban teacher, I will seek guidance from research on urban pedagogies, such as critical language pedagogy (Godley & Minnici, 2008), place-based pedagogies that foster urban youth activism (Kinloch, 2009), and the potential of drama and spoken word to amplify students' voices (Fisher, 2007, Winn, 2011. I will also explore pedagogical approaches that will use students' roles as mothers as inspiration for learning, such as using children's literature for theme baskets (Richison, Hernandez, & Carter, 2002).…”