Dialects at School

Reaser, Jeffrey; Adger, Carolyn Temple; Wolfram, Walt; Christian, Donna

doi:10.4324/9781315772622

Cited by 67 publications

(9 citation statements)

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“…Some linguists have sought to make linguistic research more accessible to the general public through informal educational initiatives (Reaser & Myrick, 2015; Wolfram, Reaser & Vaughn, 2008), while others have produced materials for inclusion in established K-12 educational contexts (e.g., Denham, 2007; Charity Hudley & Mallinson, 2011; Reaser et al, 2017). Despite these efforts, there remains the need for additional materials in general – and specifically about AAL – for teachers who wish to integrate sociolinguistic information in general, and TBiA in particular, into their classrooms.…”

Section: Accompanying Materials: the Viewers’ Discussion Guidementioning

confidence: 99%

Talking Black in America

Wolfram¹,

Waldorf²

2019

English Today

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African American Language (AAL) is the most widely recognized – and controversial – ethnic variety of English in the world. In the United States national controversies about the speech of African Americans have erupted periodically for more than a half-century now, from the difference-deficit debates in the 1960s (Labov, 1972) to the Ebonics controversy in the 1990s (Rickford, 1999) and linguistic profiling in the 2000s (Baugh, 2003, 2018). Further, the adoption of performance genres from AAL into languages other than English, such as hip-hop and rap, has given the speech of African Americans even wider international recognition and global status (Omoniyi, 2006). The curiosities and controversies about African American speech symbolically reveal (1) the depth of people's beliefs and opinions about language differences; (2) the widespread level of public misinformation about language diversity; and (3) the need for informed knowledge about language variation in public life and in education.

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Section: Accompanying Materials: the Viewers’ Discussion Guidementioning

confidence: 99%

Talking Black in America

Wolfram¹,

Waldorf²

2019

English Today

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“…In this way, monolingual language ideologies facilitate the construction of language hierarchies based on proximity to idealized language features. Research in linguistics, having established the legitimacy and rule-governed nature of all naturally varying dialects (Reaser et al, 2017; Rickford, 1999), refutes the idea that one language variety can be linguistically “superior” to another in an objective sense. Instead, sociolinguistic perspectives highlight how supposed hierarchies of language generally map onto preexisting class and racial biases (Baker-Bell, 2013; Flores & Rosa, 2015; Godley et al, 2015; Rosa & Flores, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative: A Critical Policy Analysis

Chang‐Bacon

2020

Educational Policy

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With U.S. classrooms increasingly characterized by linguistic diversity, policies mandating teacher training around English learning have proliferated. Recent federal oversight prompted Massachusetts to implement an initiative to endorse its 70,000+ teachers in Sheltered English Immersion (SEI). While policy research has productively emphasized teachers as policy interpreters within such initiatives, almost no research exists on the role teacher educators play in the policy interpretive process. Therefore, this study documents how teacher educators across Massachusetts interpreted and operationalized the SEI endorsement policy. Drawing on document and interview analysis, findings highlight key experiences, contextual factors, and ideological dispositions that informed participants’ policy interpretations. Instructors navigated tensions between their own goals to affirm linguistic diversity and the monolingual orientations produced through the state’s recently overturned English-only policy. These findings demonstrate the affordances of examining the role of language ideologies in policy interpretation, with implications for large-scale language policy initiatives and educational policy interpretation more broadly.

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“…Finally, Siegel notes that peer pressure and identity issues can also serve as obstacles to classroom learning of a D2 (see also Reaser et al 2017;Wolfram & Schilling-Estes 2016). Although a student's D1 may be looked down upon by the dominant group in a society, use of the D1 can help to define a student's social identity as a member of their social group as opposed to the dominant group.…”

Section: Difference and Deficit Viewsmentioning

confidence: 99%

Standard language ideology is alive and well in public speaking textbooks

Cuba

Slocum

2020

Proc Ling Soc Amer

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For more than 50 years, the field of linguistics has recognized the equality of human languages, including all dialects of all languages. In this study we examine how current popular public speaking textbooks handle issues of linguistic variation in English. We looked specifically at textbook discussions of accent, grammar and pronunciation. Unfortunately, we have found that the majority of textbooks we examined serve to maintain the outdated “deficit” model of language variation, to the detriment of students.

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Dialects at School

Cited by 67 publications

References 0 publications

Talking Black in America

Talking Black in America

Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative: A Critical Policy Analysis

Standard language ideology is alive and well in public speaking textbooks

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