Vernacular Language Varieties in Educational Settings: Research and Development

Reaser, Jeffrey; Adger, Carolyn Temple

doi:10.1002/9780470694138.ch12

Cited by 22 publications

(13 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The topic is developed by the introduction of 'mistakes' (lines 8-9) and Salman's claim that 'mistakes' are not an issue in peer interactions. The reference to 'mistakes' speaks to the differences in lexis, grammar and phonology between MLE and standard British English along with the widespread perception of vernacular English as deficient (Reaser & Adger 2010). It implies that conforming to the norms of academic discourse required the participants to monitor their use of English.…”

Section: Extract 1: 'Broken Down English'mentioning

confidence: 99%

Identity work in the academic writing classroom: Where gender meets social class

Preece¹

2018

Journal of English for Academic Purposes

View full text Add to dashboard Cite

This article examines how male undergraduate students from linguistic minorities and non traditional university backgrounds perform gender (Butler 1990), viewed from the perspective of identity, on an academic writing programme and discusses what this tells us about the significance of gender for the teaching of academic writing in the contemporary academy. I focus on how gender is performed in talk about academic discourse and reveal the attraction of laddish identities for the men in the study. In so doing, I aim to deepen understanding in English for Academic Purposes of the importance of the social world for the social relations of the writing classroom and contribute to research that has considered identity in relation to the written outputs of students and scholars outside classroom settings (Hyland 2012;Ivanič 1998;Lillis 2001). To gain a more nuanced understanding of gender, an intersectional approach (Block and Corona 2016) is adopted, in which gender is viewed in intersection with social class. I argue that the gender-class nexus is of key significance for the teaching of academic writing in that it reveals how the social world orients language learners to language learning and sheds light on how students, as agentive beings, negotiate their positioning in discourses of deficit. I demonstrate how understanding of these issues can be developed through fine grained analysis of spoken interaction in the classroom and contend that language-as-resource approaches to linguistic diversity offer a productive way forward for EAP and, more widely, for teaching in contexts of linguistic diversity in higher education.

show abstract

Section: Extract 1: 'Broken Down English'mentioning

confidence: 99%

Identity work in the academic writing classroom: Where gender meets social class

Preece¹

2018

Journal of English for Academic Purposes

View full text Add to dashboard Cite

show abstract

“…Some linguists have worked to counteract teacher linguistic bias and improve student reading skills by developing materials that integrate linguistic and cultural instruction. Notable examples of such materials include Rickford and Rickford (), Labov and Baker (), Craig and Washington (), Reaser and Adger (), Wolfram and Reaser (), Wolfram, Adger, and Christian (), and Charity Hudley and Mallinson 2011. Integrated instruction for K‐12 educators has shown that teachers' language attitudes and pedagogical practices generally improve after having been exposed to discussions of linguistic and cultural diversity and educational equality.…”

Section: Linguistics and K‐12 Engagement: From Humanities And Social mentioning

confidence: 99%

“…Integrated instruction for K‐12 educators has shown that teachers' language attitudes and pedagogical practices generally improve after having been exposed to discussions of linguistic and cultural diversity and educational equality. Such training also positively affects students' facility with standardized English and their ideas about language differences (Fogel and Ehri , ; Godley et al ; Reaser ; Reaser and Adger ; Rickford ; Sweetland ).…”

Section: Linguistics and K‐12 Engagement: From Humanities And Social mentioning

confidence: 99%

Partnering Through Science: Developing Linguistic Insight to Address Educational Inequality for Culturally and Linguistically Diverse Students in U.S. STEM Education

Mallinson

Hudley

2014

Language and Linguist. Compass

View full text Add to dashboard Cite

Linguists must build and strengthen research partnerships with science, technology, engineering, and mathematics (STEM) educators to further investigate linguistic and cultural diversity and academic inequality in STEM education in the U.S. We review key issues and themes from literature on the role of language in U.S. STEM education and the linguistic and ideological roots of barriers to STEM achievement for culturally and linguistically diverse students. We assess ways that linguists have engaged with educators and teachers, learning from humanities‐ and social science‐based partnerships and adapting them to STEM contexts. We then examine specific and significant challenges that culturally and linguistically diverse student populations in STEM areas often face, with a focus on structural, sociocultural, and ideological barriers. Finally, we advocate for forging partnerships with STEM educators that establish a well‐defined rationale for collaboration across linguistics and STEM, yielding basic and applied research benefits.

show abstract

“…Within sociolinguistics, scholars have taken various approaches to effectively integrating linguistic research with educational outreach and social activism. Some sociolinguists in the U.S. have designed tutoring and reading programs (e.g., Labov and Baker 2010); some have promoted curricula that integrate linguistic and cultural instruction (e.g., Reaser and Adger 2007; Wheeler and Swords 2010; Wolfram 2007); and some have written materials to aid vernacular communities (e.g., Baugh 2000; Rickford and Rickford 2000; Rickford et al. 2004).…”

Section: Introductionmentioning

confidence: 99%

A Conceptual Framework for Promoting Linguistic and Educational Change

Mallinson

Hudley

Strickling

et al. 2011

Language and Linguist. Compass

View full text Add to dashboard Cite

We provide a conceptual framework for promoting linguistic and educational change by describing partnerships that bring together linguists’ and educators’ views on language and school success. From fall 2008 through fall 2010, we held workshops based on the professional development principles of co‐constructed knowledge, experiential learning, and collaboration with approximately 200 educators. These workshops integrated sociolinguistic information into approaches to multicultural education with which educators were familiar. Fourteen educators participated in our study of how they integrated workshop material into their pedagogy and their views on language variation and education. Data collected from interviews with the participants, reflective essays, journal entries, and curricular materials revealed three themes. The educators expressed the need to view language as a key component of multicultural education, the need to bring the perspective on language awareness back to their schools and classrooms, and the realization that knowledge of language variation was critical to assessing linguistically and culturally diverse student populations. We advocate for building collaborative partnerships between educators and linguists that integrate cultural and linguistic knowledge. Such partnerships expand linguists’ and educators’ knowledge base about language and culture and enable linguists and educators to work more effectively to address educational issues facing culturally and linguistically diverse student populations.

show abstract

Vernacular Language Varieties in Educational Settings: Research and Development

Cited by 22 publications

References 7 publications

Identity work in the academic writing classroom: Where gender meets social class

Identity work in the academic writing classroom: Where gender meets social class

Partnering Through Science: Developing Linguistic Insight to Address Educational Inequality for Culturally and Linguistically Diverse Students in U.S. STEM Education

A Conceptual Framework for Promoting Linguistic and Educational Change

Contact Info

Product

Resources

About