What I Learned and What I Learnt
Teaching English While Honoring Language and Culture at a Predominantly Black Institution
1st Edition
Published on 27. November 2018
112 pages
978-1-4758-3940-1 (ISBN)
Description
African Americans have viewed literacy as a key to upward mobility and freedom since before America's Reconstruction Era. However, African American's academic achievement continues to be plagued by the ever-widening achievement gap especially when their literacy skills are measured by standardized assessments that do not consider or value their culture, their experiences It is common to think that this is an issue in K-12 settings. However, research and practical experiences suggest that African American students' achievement continues to be affected at the post-secondary level where they are likely to be taught by faculty who have limited experience with the nuances of Black English (or African American Vernacular English AAVE). This book steps into that gap by offering a resource for teaching speakers of AAVE at the post-secondary level.
More details
Series
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
Illustrations
3 BW Illustrations, 1 Table
ISBN-13
978-1-4758-3940-1 (9781475839401)
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
Concetta A. Williams | Lydia Brown Magras
What I Learned and What I Learnt
Teaching English While Honoring Language and Culture at a Predominantly Black Institution
Book
11/2018
Rowman & Littlefield Publishers
€58.60
Shipment within 10-20 days
Concetta A. Williams | Lydia Brown Magras
What I Learned and What I Learnt
Teaching English While Honoring Language and Culture at a Predominantly Black Institution
Book
11/2018
Rowman & Littlefield Publishers
€33.10
Shipment within 10-20 days
Persons
Concetta A. Williams is an assistant professor of English at Chicago State University. Her research focuses on using literature to examine the experiences of urban youth, broadening the definition of literacy in an effort to better identify and understand perceptions of literate behavior in academic settings, and working with diverse student populations (first-year, first-generation).
Lydia Magras is an independent scholar whose research interests include Urban and Cultural Literacies, Spirituality and Literature, and Women's Literature. She has presented her research before the National Council of Black Studies, the Association for the Study of African American History and Life, and the Conference of Religion, Literature, and the Arts.
Lydia Magras is an independent scholar whose research interests include Urban and Cultural Literacies, Spirituality and Literature, and Women's Literature. She has presented her research before the National Council of Black Studies, the Association for the Study of African American History and Life, and the Conference of Religion, Literature, and the Arts.
Content
Foreword
Abul Pitre
Preface
Introduction
Chapter 1: Unpacking the History of African American Vernacular English
Chapter 2: Teacher Perceptions of Their Students Who Speak African American Vernacular English
Chapter 3: Closing the Gap: Connecting Students and Partnering AAVE and Collegiate Composition
Chapter 4: Pedagogical Techniques for Teaching AAVE Speakers
Chapter 5: What We Learned and What We Learnt
References
IndexAbout the Authors
Abul Pitre
Preface
Introduction
Chapter 1: Unpacking the History of African American Vernacular English
Chapter 2: Teacher Perceptions of Their Students Who Speak African American Vernacular English
Chapter 3: Closing the Gap: Connecting Students and Partnering AAVE and Collegiate Composition
Chapter 4: Pedagogical Techniques for Teaching AAVE Speakers
Chapter 5: What We Learned and What We Learnt
References
IndexAbout the Authors
