Teaching Language Variation in the Classroom
Strategies and Models from Teachers and Linguists
1st Edition
Published on 15. January 2019
204 pages
978-0-429-94367-6 (ISBN)
Description
Bringing together the varied and multifaceted expertise of teachers and linguists in one accessible volume, this book presents practical tools, grounded in cutting-edge research, for teaching about language and language diversity in the ELA classroom. By demonstrating practical ways teachers can implement research-driven linguistic concepts in their own teaching environment, each chapter offers real-world lessons as well as clear methods for instructing students on the diversity of language. Written for pre-service and in-service teachers, this book includes easy-to-use lesson plans, pedagogical strategies and activities, as well as a wealth of resources carefully designed to optimize student comprehension of language variation.
Reviews / Votes
"One of the things I love about this volume is that the classroom approaches and activities engage students' curiosity about the language they see and hear around them, as well as the language they encounter in literature...This volume is a gem because it has experienced secondary teachers and linguists in conversation about how to teach in a linguistically informed and engaging way... Linguists have much to learn from these essays about how to make linguistics more accessible for K-12 classrooms and how to design introductory linguistics courses to be more helpful for teachers in training. And secondary teachers (as well as teachers of younger students) can find information here that may inspire them to experiment with new approaches in their classrooms as early as tomorrow, because experienced teachers are laying out in detail how to do so-and why."- From the Foreword by Anne Curzan, University of Michigan, USA
"The key words to describe the approach of this book for me are curiosity and exploration. For anyone who works with linguistically diverse learners, this book will help, with lesson plans tied to Common Core state standards, resources, and linguistic responses to a variety of issues. The varied chapter authors, who are teacher-linguists or linguist-teachers, show readers, rather than just telling us, how to encourage our own students to become linguistically curious and experts about their own language varieties and usage. And they do so in an accessible way. I am excited to have a new tool to help me better introduce to pre-service TESOL teachers the social hierarchy of language and the inherent value in linguistic diversity!"
- Heather Linville, University of Wisconsin, USA
"This long-needed and innovative text will serve as a springboard for educators seeking to incorporate instruction on language variation in their practice. Engaging as it is practical, this volume provides thought-provoking perspectives from experienced educators and linguists from a variety of backgrounds with a wealth of experience working with diverse audiences across the U.S. Importantly, the contributors to this volume provide concrete examples and lesson plans for other scholar-practitioners to adapt as we explore with our students how language works and implications in our daily lives. This text will most certainly become a well-referenced handbook for K-20 educators for years to come!"
- Stephany Dunstan, NC State University, USA
More details
Edition
1. Auflage
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Product notice
Reflowable
Illustrations
8 Tables, black and white
ISBN-13
978-0-429-94367-6 (9780429943676)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Michelle D. Devereaux | Chris C. Palmer
Teaching Language Variation in the Classroom
Strategies and Models from Teachers and Linguists
Book
01/2019
1st Edition
Routledge
€207.40
Shipment within 10-20 days
Michelle D. Devereaux | Chris C. Palmer
Teaching Language Variation in the Classroom
Strategies and Models from Teachers and Linguists
Book
01/2019
1st Edition
Routledge
€52.90
Shipment within 10-20 days
Persons
Michelle D. Devereaux is Associate Professor of English Education at Kennesaw State University, USA.
Chris C. Palmer is Associate Professor of English at Kennesaw State University, USA.
Chris C. Palmer is Associate Professor of English at Kennesaw State University, USA.
Content
Dedication
Acknowledgements
Foreword
Anne Curzan, University of Michigan, Ann Arbor, Michigan
Introduction
Teaching Language Variation and Ideologies: Questions and Strategies
How to Use This Book
Michelle D. Devereaux and Chris C. Palmer, Kennesaw State University, Georgia
Part One: Teachers' Perspectives
"Word Crimes" and Linguistic Ideology: Examining Student Ideas About Language in the English Language Arts Classroom
Amy L. Plackowski, Hudson High School, Massachusetts
Prescriptive and Descriptive Lenses: How a Teacher Worked with Local Linguists to Develop a Language Ideologies Unit
Andrew Bergdahl, New Hampton School, New Hampshire
Profiling, Prejudice, and Prestige: Language Ideologies Across Contexts
Stacy Ishigaki Arevalo, Eastside College Preparatory School, California
"Working With" Instead of "Pushing Against": Meeting Testing Standards While Teaching Language Ideologies
Mike Williams, Joseph Wheeler High School, Georgia, and Dundalk High School, Maryland
"Mr. D, is this, like, a real word?": Stories of a Linguist in a High School English Classroom
John A. Damaso, Brophy College Preparatory, Arizona
Linguistics in an English Language Arts Class: Elevating Language Awareness
Beth Keyser, Superior High School, Montana
Using Music to Bridge Language Diversity
Jillian Ratti, McMinn County High School, Tennessee
Power, Society, and Identity: Language and Life in a Ninth-Grade English Classroom
Holly Hoover, Kennesaw Mountain High School, Georgia
Language Awareness in Education: A Linguist's Response to Teachers
Walt Wolfram, NC State, North Carolina
Part Two: Linguists' Perspectives
Principles to Navigate the Challenges of Teaching English Language Variation: A Guide for Non-Linguists
Mike Metz, University of Missouri, Missouri
Teaching Linguistic Diversity as the Rule Rather Than the Exception
Anne Lobeck, Western Washington University, Washington
DARE(ing) Language Ideologies: Exploring Linguistic Diversity Through Audio Data and Literature in Secondary Language Arts Courses
Kelly D. Abrams, University of Wisconsin-Madison, Wisconsin
Trini Stickle, Western Kentucky University, Kentucky
Bringing Critical Language Pedagogy to the Middle School Social Studies Classroom: Lessons for Standard English Learners
Jessica Hatcher and Jeffrey Reaser, NC State, North Carolina
Grammar in the Spanish/English Bilingual Classroom: Three Methods for Teaching Academic Language
Mary Hudgens Henderson, Winona State University, Minnesota
Attitude Change is Not Enough: Changing Teacher Practice to Disrupt Dialect Prejudice in the Classroom
Rebecca Wheeler, Christopher Newport University, Virginia
Extending the Conversation: Two Teachers' Response to Linguists
Suzanne Loosen and Teaira McMurtry, Milwaukee Public Schools, Wisconsin
Part Three: Collaborations Between Teachers and Linguists
Using Digital Resources to Teach Language Variation in the Midwest
Amanda Sladek, University of Nebraska-Kearney, Nebraska
Mattie Lane, West High School, Iowa
How Power Reveals and Directs Teacher Language Ideologies with High-Achieving African American Students in a Secondary English Classroom
Tanji Reed Marshall, Virginia Polytechnic Institute and State University, VirginiaChrystal Seawood, Washington Leadership Academy, Washington D.C.
Sustained Linguistic Inquiry as a Means of Confronting Language Ideology and Prejudice
Kristin Denham, Western Washington University, Washington
David Pippin, Friday Harbor Elementary School, Washington
"Standard" English, "Classic" Literature: Examining Canonical and Linguistic Ideologies in Huck Finn
Jeanne Dyches, Iowa State University, IowaCameron Gale, West Des Moines Community Schools, Iowa
Index
Acknowledgements
Foreword
Anne Curzan, University of Michigan, Ann Arbor, Michigan
Introduction
Teaching Language Variation and Ideologies: Questions and Strategies
How to Use This Book
Michelle D. Devereaux and Chris C. Palmer, Kennesaw State University, Georgia
Part One: Teachers' Perspectives
"Word Crimes" and Linguistic Ideology: Examining Student Ideas About Language in the English Language Arts Classroom
Amy L. Plackowski, Hudson High School, Massachusetts
Prescriptive and Descriptive Lenses: How a Teacher Worked with Local Linguists to Develop a Language Ideologies Unit
Andrew Bergdahl, New Hampton School, New Hampshire
Profiling, Prejudice, and Prestige: Language Ideologies Across Contexts
Stacy Ishigaki Arevalo, Eastside College Preparatory School, California
"Working With" Instead of "Pushing Against": Meeting Testing Standards While Teaching Language Ideologies
Mike Williams, Joseph Wheeler High School, Georgia, and Dundalk High School, Maryland
"Mr. D, is this, like, a real word?": Stories of a Linguist in a High School English Classroom
John A. Damaso, Brophy College Preparatory, Arizona
Linguistics in an English Language Arts Class: Elevating Language Awareness
Beth Keyser, Superior High School, Montana
Using Music to Bridge Language Diversity
Jillian Ratti, McMinn County High School, Tennessee
Power, Society, and Identity: Language and Life in a Ninth-Grade English Classroom
Holly Hoover, Kennesaw Mountain High School, Georgia
Language Awareness in Education: A Linguist's Response to Teachers
Walt Wolfram, NC State, North Carolina
Part Two: Linguists' Perspectives
Principles to Navigate the Challenges of Teaching English Language Variation: A Guide for Non-Linguists
Mike Metz, University of Missouri, Missouri
Teaching Linguistic Diversity as the Rule Rather Than the Exception
Anne Lobeck, Western Washington University, Washington
DARE(ing) Language Ideologies: Exploring Linguistic Diversity Through Audio Data and Literature in Secondary Language Arts Courses
Kelly D. Abrams, University of Wisconsin-Madison, Wisconsin
Trini Stickle, Western Kentucky University, Kentucky
Bringing Critical Language Pedagogy to the Middle School Social Studies Classroom: Lessons for Standard English Learners
Jessica Hatcher and Jeffrey Reaser, NC State, North Carolina
Grammar in the Spanish/English Bilingual Classroom: Three Methods for Teaching Academic Language
Mary Hudgens Henderson, Winona State University, Minnesota
Attitude Change is Not Enough: Changing Teacher Practice to Disrupt Dialect Prejudice in the Classroom
Rebecca Wheeler, Christopher Newport University, Virginia
Extending the Conversation: Two Teachers' Response to Linguists
Suzanne Loosen and Teaira McMurtry, Milwaukee Public Schools, Wisconsin
Part Three: Collaborations Between Teachers and Linguists
Using Digital Resources to Teach Language Variation in the Midwest
Amanda Sladek, University of Nebraska-Kearney, Nebraska
Mattie Lane, West High School, Iowa
How Power Reveals and Directs Teacher Language Ideologies with High-Achieving African American Students in a Secondary English Classroom
Tanji Reed Marshall, Virginia Polytechnic Institute and State University, VirginiaChrystal Seawood, Washington Leadership Academy, Washington D.C.
Sustained Linguistic Inquiry as a Means of Confronting Language Ideology and Prejudice
Kristin Denham, Western Washington University, Washington
David Pippin, Friday Harbor Elementary School, Washington
"Standard" English, "Classic" Literature: Examining Canonical and Linguistic Ideologies in Huck Finn
Jeanne Dyches, Iowa State University, IowaCameron Gale, West Des Moines Community Schools, Iowa
Index
