by Reaser & Temple Adger
http://books.google.com/books?hl=en&lr=&id=8nc6nRRbMSQC&oi=fnd&pg=PA161&dq=%22dialect+awareness%22&ots=nCGljSuW9F&sig=CRuVGCNVUiWIL4oH_cNeo1xCaXQ#v=onepage&q=%22dialect%20awareness%22&f=false
There is need for curriculum for teachers not specially trained in linguistics to teach acceptance of dialect diversity.
So maybe I can create a curriculum for FYC teachers?
Monday, September 20, 2010
A Critical Spproach to Standard English
by Anne Lobeck
In Language in the Schools
Traditional, prescriptive grammar is still taught in schools although it doesn't accurately describe the rules for Standard English. "Public attitudes support traditional approaches."
Lobeck goes on to explain how teaching about dialects and registers can help students more than teaching "traditional" grammar.
In Language in the Schools
Traditional, prescriptive grammar is still taught in schools although it doesn't accurately describe the rules for Standard English. "Public attitudes support traditional approaches."
Lobeck goes on to explain how teaching about dialects and registers can help students more than teaching "traditional" grammar.
Sunday, September 19, 2010
Language awareness
This book has a very different idea of language awareness. COmposition studies and linguists use the term very differently.
http://www.bedfordstmartins.com/newcatalog.aspx?isbn=0312463162&disc=English&course=Composition&detail=toc
http://www.bedfordstmartins.com/newcatalog.aspx?isbn=0312463162&disc=English&course=Composition&detail=toc
Diversity, Ideology, and Teaching Writing
http://www.jstor.org/stable/357563
by Maxine Hairston
She thinks it's bad for FYC teachers to teach about politics or diversity. She highlights Marxism in FYC courses and says that English departments shouldn't let literary critics run things. She says we should just teach writing, period, free of democratic ideals.
by Maxine Hairston
She thinks it's bad for FYC teachers to teach about politics or diversity. She highlights Marxism in FYC courses and says that English departments shouldn't let literary critics run things. She says we should just teach writing, period, free of democratic ideals.
Wednesday, September 15, 2010
A Review of Developmental and Applied Language Research on African American Children: From a Deficit to Difference Perspective on Dialect Differences
by stockman
because absence of inflectional morphology and substitution of /f/ for /th/ is a symptom of language disorders in native speakers of SAE, AAVE speaking children are sometimes sent to special ed. Clinicians need to know about dialects!
because absence of inflectional morphology and substitution of /f/ for /th/ is a symptom of language disorders in native speakers of SAE, AAVE speaking children are sometimes sent to special ed. Clinicians need to know about dialects!
Unendangered dialects, endanegred people
by Labov
"The argument of this paper may be outlined as follows:
• African American Vernacular English [AAVE] is not an endangered dialect; on
the contrary, it is continuing to develop and diverge from other dialects.
• The primary condition for such divergence is residential segregation.
• Residential segregation, combined with increasing poverty, has led to a
deterioration of many features of social life in the inner cities.
• In these conditions, a majority of children in inner city schools are failing to learn
to read, with a developing cycle of poverty, crime and shorter life span.
• A reduction of residential segregation will lead to greater contact between
speakers of AAVE and speakers of other dialects.
• If at some future date, the social conditions that favor the divergence of AAVE"
"The argument of this paper may be outlined as follows:
• African American Vernacular English [AAVE] is not an endangered dialect; on
the contrary, it is continuing to develop and diverge from other dialects.
• The primary condition for such divergence is residential segregation.
• Residential segregation, combined with increasing poverty, has led to a
deterioration of many features of social life in the inner cities.
• In these conditions, a majority of children in inner city schools are failing to learn
to read, with a developing cycle of poverty, crime and shorter life span.
• A reduction of residential segregation will lead to greater contact between
speakers of AAVE and speakers of other dialects.
• If at some future date, the social conditions that favor the divergence of AAVE"
Sustaining language diversity
by Wolfram
http://books.google.com/books?hl=en&lr=&id=eEjl6gZfmhwC&oi=fnd&pg=PA187&dq=dialect+awareness&ots=is4C16fJ70&sig=bmJ4btBUqOsAiCAynpX_EYEKex4#v=onepage&q=dialect%20awareness&f=false
Linguists are obligated to get the message of language diversity out. Unfortunately, service is devalued in the academy.
There is a market for documentaries on language diversity.
http://books.google.com/books?hl=en&lr=&id=eEjl6gZfmhwC&oi=fnd&pg=PA187&dq=dialect+awareness&ots=is4C16fJ70&sig=bmJ4btBUqOsAiCAynpX_EYEKex4#v=onepage&q=dialect%20awareness&f=false
Linguists are obligated to get the message of language diversity out. Unfortunately, service is devalued in the academy.
There is a market for documentaries on language diversity.
Tuesday, September 14, 2010
Teachin’ Good: Using Informal Language as a Bridge to Standard English in the Classroom
by Marlow
Teachers shouldn't correct nonstandard english in the classroom because it doesn't help students codeswitch. Includes background info on dialects in the classroom and practical advice for teachers
Teachers shouldn't correct nonstandard english in the classroom because it doesn't help students codeswitch. Includes background info on dialects in the classroom and practical advice for teachers
Friday, September 3, 2010
inStructorS tutoring their oWn StudentS in the Writing center: a conFlict oF intereSt?
by jennifer jefferson
Teachers shouldn't tutor their own students on a paper for that class.
Teachers shouldn't tutor their own students on a paper for that class.
the third Voice in the SeSSion: helping StudentS interpret teacherS’ commentS on their paperS
by Auten and Pasterkiewicz
About how students read teachers' comments.
1. STUDENTS NEED TO UNDERSTAND THE REASON FOR COMMENTINg
AND THE WAYS WRITERS CAN MAkE gOOD USE OF COMMENTS.
2. CONSULTANTS NEED TO REMEMbER THAT
A TEACHER’S ADVICE CAN CONFUSE OR
OVERWHELM A STUDENT.
3. A SESSION AbOUT TEACHER COMMENTS CAN gET DERAILED
WHEN A STUDENT MISREADS gUIDANCE AS DISAPPROVAL AND
REJECTION OF THEIR IDEAS.
About how students read teachers' comments.
1. STUDENTS NEED TO UNDERSTAND THE REASON FOR COMMENTINg
AND THE WAYS WRITERS CAN MAkE gOOD USE OF COMMENTS.
2. CONSULTANTS NEED TO REMEMbER THAT
A TEACHER’S ADVICE CAN CONFUSE OR
OVERWHELM A STUDENT.
3. A SESSION AbOUT TEACHER COMMENTS CAN gET DERAILED
WHEN A STUDENT MISREADS gUIDANCE AS DISAPPROVAL AND
REJECTION OF THEIR IDEAS.
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