Developing Language Awareness Materials for Nonlinguists: Lessons Learned from the <i> Do You Speak American? </i>Curriculum Development Project

Reaser, Jeffrey; Adger, Carolyn Temple

doi:10.1111/j.1749-818x.2007.00011.x

Cited by 21 publications

(10 citation statements)

References 5 publications

(2 reference statements)

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“…Each module contained specific learning goals that connected to Common Core State Standards for ELA (see Appendix A for an outline of the curriculum). The modules drew from previous scholarship on teaching about language variation (Reaser & Adger, 2007) and were designed to introduce PSTs to the ways adults and adolescents use language across different communities and engage PSTs in discussions about how they would respond to and teach about language variation, language ideologies, and linguistic discrimination in their secondary ELA classrooms. Each module began with a realistic teaching scenario connected to language variation.…”

Section: Context Of Studymentioning

confidence: 99%

Pre-service English Language Arts teachers’ development of Critical Language Awareness for teaching

Godley

Reaser

Moore³

2015

Linguistics and Education

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Section: Context Of Studymentioning

confidence: 99%

Pre-service English Language Arts teachers’ development of Critical Language Awareness for teaching

Godley

Reaser

Moore³

2015

Linguistics and Education

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“…Developing language awareness materials point out for non-linguists in curriculum project [8]. He sketched the process of curricular materials development to accompany the 3-hour mediated-video documentary and suggested some of the decisions that must be made in developing materials for educational settings concerning scientific knowledge about morphological awareness as one of subtheme in language awareness term.…”

Section: B Previous Studymentioning

confidence: 99%

Developing Morphological Awareness in Adapted Teaching Materials

Hartini¹,

Hendriwanto²

2019

Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018)

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Developing morphological awareness for the language learner entails the decent activities in which the output of learning provides compelling evidence of such meta linguistic. It is likely to have more in depth discussion on what development is preferable to improve morphological awareness. Unfortunately, teaching materials, in turn, may not contribute to supply the basic of morphology as a beginning well-required proponent. This study is aimed at investigating the effect of adapted teaching materials to develop morphological awareness. The pre-experimental design is used to obtain the evidence in what extent the materials contribute to the development of morphological awareness. The result showed that adapted teaching materials contributed to development of morphological awareness particularly in three aspects of awareness such as derivational, inflectional, and lexical.

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“…Why? (For interested teachers, see Reaser and Adger [2007], who have developed a language-awareness curriculum for nonlinguists to assist educators and students in understanding language ideologies and variations. )…”

Section: Implications For Teachingmentioning

confidence: 99%

Writer Identity and ESL Learners

Fernsten

2008

J Adolescent & Adult Lit

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Using Critical Discourse Analysis, this article explores the writer‐identity of a college ESL student in order to understand how embedded ideologies and power relations shape understanding of writer identity. Using a poststructural and sociocultural perspective, the author takes a stand regarding the politics of language and the teaching of writing, especially as they relate to students whose racial, ethnic, cultural, and economic backgrounds vary from the dominant culture of school. The article suggests strategies for working with writers that are designed to encourage rather than silence the multicultural voices in our communities. It suggests varying the types of assignments instructors give, using a process approach and discussing the sociopolitical implications of language use with students in order to overcome language policies that can work against ESL students. تستكشف هذه المقالة الهوية الكاتبية لدى طالب اللغة الإنكليزية كلغة ثانية من أجل فهم كيف تشكّل العقائد المضمّنة والعلاقات السلطوية فهم الهوية الكاتبية من خلال استخدام تحليل الخطاب النقدي. وباستخدام وجهتي نظر ما بعد البنيوية والثقافة الاجتماعية يأخذ المؤلّف موقفاً تجاه سياسة اللغة وتعليم الكتابة خصوصاً التي تتعلّق بالطلاّب الذين تختلف خلفياتهم العرقية والثقافية والاقتصادية عن الثقافة المهيمنة في المدرسة. وتقترح المقالة تخطيطات للتعامل مع الكتّاب مصمّمة للتشجيع بدلاً من كتم الأصوات المتعددة الثقافية في مجتمعاتنا. وكذلك تقترح تنويع الواجبات البيتية المكلّفة على يد الأساتذة من خلال استخدام اتجاه عمليةٍ ومناقشة العواقب الاجتماعية السياسية لاستخدام اللغة مع الطلاّب من أجل تغلّب سياسات اللغة التي قد تعمل ضد طلاّب اللغة الإنكليزية كلغة ثانية. 本文利用批判性语篇分析方法探讨一名以英语为第二语言的大学生的作者身份，以求了解根深蒂固的意识形态和权力关系如何塑造作者身份的理解。本文作者所采取的立场，是从后结构主义和社会文化的角度来看待语言政治和写作教学与学生的关系，特别是与那些在种族、族群、文化、经济背景等方面都有异于学校主流文化的学生的关系。本文建议一些写作教学策略鼓励，而不是压制，我们社区内多元文化的声音。本文建议指导员变更他们给予学生习作的种类，采用着重写作过程的教学法，并与学生讨论语言运用所带来的社会政治含义，从而克服不利于从英语为第二语言的学生的语言政策所带来的困难。 A l'aide de l'Analyse du discours critique, cet article examine l'identité en tant que scripteur d'un étudiant de premier cycle dont l'anglais n'est pas la langue maternelle, afin de comprendre comment idéologies et relations de pouvoir mêlées façonnent la compréhension de l'identité d'un scripteur. A partir d'une perspective poststructuraliste et socioculturelle, l'auteur prend position en ce qui concerne la politique de la langue et l'enseignement de l'écriture, en particulier pour ce qui concerne les étudiants dont les origines raciales, ethniques, culturelles et économiques diffèrent de la culture dominante à l'école. Cet article suggère des stratégies de travail avec les scripteurs en vue d'encourager plutôt que de passer sous silence les voix multiculturelles de nos communautés. Il suggère aux enseignants de varier les différentes tâches qu'ils donnent à effectuer, d'utiliser une approche processuelle et de discuter avec les étudiants des implications sociopolitiques des implications de l'utilisation du langage, de façon à surmonter des politiques linguistiques qui pénalisent les étudiants dont l'anglais n'est pas la langue maternelle. На основе кр...

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Developing Language Awareness Materials for Nonlinguists: Lessons Learned from the Do You Speak American? Curriculum Development Project

Cited by 21 publications

References 5 publications

Pre-service English Language Arts teachers’ development of Critical Language Awareness for teaching

Pre-service English Language Arts teachers’ development of Critical Language Awareness for teaching

Developing Morphological Awareness in Adapted Teaching Materials

Writer Identity and ESL Learners

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