The Prospective Foreign Language Teacher and the Culturally and Linguistically Different Learner

Ford, James F.

doi:10.1111/j.1944-9720.1978.tb00053.x

Cited by 7 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Taylor 1973, 174). This does not necessarily serve as a criticism against this study (after all, typos simply do happen), but the fact that this typo was repeated by at least one other study employing the LAS developed by Taylor (Ford 1978; Blake and Cutler 2003 made the same mistake, but did not use the LAS) may indicate that (at least) this study picked this instrument only out of convenience, and without methodological consideration.…”

Section: Discussionmentioning

confidence: 91%

“…Even in relationship to the 'hot' phases of language attitude research (both from a social psychological and a sociolinguistic perspective), AAVE attitude research was nearly a decade 'late'. Decade Studies 1970s Woodworth and Salzer 1971;Williams 1973;Di Giulio 1973*;Rosenthal 1974;Covington 1975;Williams et al 1976;Shores 1977;Ford 19781980s Cecil 19881990s Speicher and McMahon 1992Bowie and Bond 1994;Hoover et al 1996*;White et al 19982000s Abdul-Hakim 2002Blake and Cutler 2003 importance for sociolinguists. This observation merely illustrates that, even though the term attitude was borrowed into sociolinguistics from social psychology, the research on attitudes by sociolinguists has developed rather independently from the research by social psychologists.…”

Section: History Of Aave-attitudes Researchmentioning

confidence: 99%

“…In the different studies on language attitudes toward AAVE, a multitude of different labels have been utilized. & Covington 1975& Ford 1978 none Cecil 1988& Williams et al 1976& Woodworth and Salzer 1971 Table 2.3: Labels used cussed. I assume that in most cases researchers picked those terms they considered to be the best known ones, or at least the best known ones that they considered to be politically correct or otherwise acceptable for the purpose of an attitude study among teachers.…”

Section: By Any Other Name: the Politics Of Choosing A Labelmentioning

confidence: 99%

“…Ford 1978, 384). Ford's version of the LAS differs from the version presented by Taylor in the use of "nonstandard English"/"nonstandard dialects of English" instead of "Black English", and the variant "Widespread use of nonstandard English is imperative" for "Widespread acceptance of Black English is imperative" (Ford 1978, 390, Taylor 1973. During the administering of the questionnaire, "at appropriate points in the instructions, brief audiotaped samples specifically identified as Black English and Appalachian English were played in order to orient the subjects as to what was meant by the term nonstandard English" (Ford 1978, 384f).…”

Section: 2232mentioning

confidence: 99%

See 3 more Smart Citations

14. Teachers’ attitudes toward African American Vernacular English: infl uence of contact with linguistics on ambivalent attitudes.

Buendgens-Kosten¹

2010

English and American Studies in German

View full text Add to dashboard Cite

A word concerning political correctness and choice of terminologyFor a non-native speaker it is not always easy to evade all the pitfalls of political correctness a language has to offer. This is more a problem of cultural than of linguistic knowledge. I would like to stress that, in case any individual feels slighted by my choice of terminology, that this has never been my intention. Throughout this thesis I use the terms "African American" and "European American" to refer to the groups traditionally and/or historically referred to as "Blacks"/"Negroes" on the one hand and "Whites"/"Caucasians"/"Anglos" on the other. Some of these terms do not share exactly identical extensions, e.g. an American citizen of Egyptian origin might be considered an African American (since, indisputably, Egypt is an African country), but not to be a "Black" (as traditionally identified by skin color). This might, theoretically, have a minor distorting effect. In some contexts, especially when discussing older research on this topic, I will present quotations that contain words strongly frowned upon today. These quotations should be viewed in their historical contexts.For the form of speech under discussion here I have chosen the term "African American Vernacular English"/"AAVE". I am conscious of the fact that this term is viewed critically by those who stress the influences of African languages on AAVE more than the influence of varieties of English. I also know that my choice of calling AAVE a "variety" instead of a "language", and of referring to AAVE as "basilect" rather than "low-prestige language" might be debatable. These choices have no bearing on my research, though, since the measurement of attitudes functions in identical ways, whether I consider the attitude object to be a language or a variety.xii

show abstract

Section: Discussionmentioning

confidence: 91%

Section: History Of Aave-attitudes Researchmentioning

confidence: 99%

Section: By Any Other Name: the Politics Of Choosing A Labelmentioning

confidence: 99%

Section: 2232mentioning

confidence: 99%

See 2 more Smart Citations

14. Teachers’ attitudes toward African American Vernacular English: infl uence of contact with linguistics on ambivalent attitudes.

Buendgens-Kosten¹

2010

English and American Studies in German

View full text Add to dashboard Cite

show abstract

“…The scale was designed to measure teachers’ attitudes toward different varieties of American English, in particular, Black English[1]. The LAS was used in a variety of studies of teacher language attitudes including studies by Bowie and Bond (1994) and Ford (1978). Each of these studies looked for correlations between scores on the LAS and other characteristics of teachers.…”

Section: Situating the Studymentioning

confidence: 99%

Accommodating linguistic prejudice? Examining English teachers’ language ideologies

Metz

2019

ETPC

View full text Add to dashboard Cite

Purpose The purpose of this study is to support the integration of scientifically grounded linguistic knowledge into language teaching in English Language Arts (ELA) classrooms through building an understanding of what teachers currently know and believe about language. Design/methodology/approach In total, 310 high school English teachers in the USA responded to a survey about their language beliefs. Statistical analysis of responses identified four distinct constructs within their belief systems. Sub-scales were created for each construct, and hierarchical regressions helped identify key characteristics that predicted beliefs along a continuum from traditional/hegemonic to linguistically informed/counter-hegemonic. Findings Key findings include the identification of four belief constructs: beliefs about how language reveals speaker characteristics, beliefs about how society perceives language use, beliefs about how language should be treated in schools and beliefs about the English teacher’s role in addressing language use. In general, teachers expressed counter-hegemonic beliefs for their own role and their view of speaker characteristics. They expressed hegemonic beliefs for societal perceptions and the dominant school language narrative. Taking a linguistics class was associated with counter-hegemonic beliefs, and teaching longer was associated with more hegemonic beliefs. Practical implications The findings of this study suggest that the longer teachers teach within a system that promotes hegemonic language practices, the more they will align their own beliefs with those practices, despite having learned linguistic facts that contradict pervasive societal beliefs about language. The Dominant School Language Narrative currently accommodates, rather that disrupting, linguistic prejudice. Originality/value A current understanding of teachers’ language ideologies is a key step in designing teacher professional development to help align teaching practices with established linguistic knowledge and to break down a socially constructed linguistic hierarchy based on subjective, and frequently prejudicial, beliefs.

show abstract

“We Can Do This in Our Classes, but What about Students in Other Classes and Out in the World?”: How Educators Imagine Code-Meshers and Their Audiences

Ogunniyi

O’Neil

2022

Journal of College Reading and Learning

View full text Add to dashboard Cite

The Prospective Foreign Language Teacher and the Culturally and Linguistically Different Learner

Cited by 7 publications

References 0 publications

14. Teachers’ attitudes toward African American Vernacular English: infl uence of contact with linguistics on ambivalent attitudes.

14. Teachers’ attitudes toward African American Vernacular English: infl uence of contact with linguistics on ambivalent attitudes.

Accommodating linguistic prejudice? Examining English teachers’ language ideologies

“We Can Do This in Our Classes, but What about Students in Other Classes and Out in the World?”: How Educators Imagine Code-Meshers and Their Audiences

Contact Info

Product

Resources

About