1st Edition

Affirming Students' Right to their Own Language Bridging Language Policies and Pedagogical Practices

Edited By Jerrie Cobb Scott, Dolores Y. Straker, Laurie Katz Copyright 2009
    448 Pages
    by Routledge

    442 Pages
    by Routledge

    A Co-publication of the National Council of Teachers of English and Routledge.

    How can teachers make sound pedagogical decisions and advocate for educational policies that best serve the needs of students in today’s diverse classrooms? What is the pedagogical value of providing culturally and linguistically diverse students greater access to their own language and cultural orientations?

    This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students’ Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students' learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations.

    Pre-service teachers, practicing teachers, and teacher educators need both resources and knowledge, including global perspectives, about language variation in PreK-12 classrooms and hands-on strategies that enable teachers to promote students’ use of their own language in the classroom while also addressing mandated content and performance standards. This book meets that need.

    Visit http://www.ncte.org for more information about NCTE books, membership, and other services.

    Affirming Students’ Right to their Own Language:

    Bridging Educational Policies to Pedagogical Practices

    Jerrie Cobb Scott, Dolores Y. Straker, Laurie Katz (eds)


    Foreword - David Bloome

    Preface - Jerrie Scott

    Table of Content

      1. Cross-Currents in Legislated, Litigated Educational Policies
      2. Jerrie Scott, Dolores Straker, Laurie Katz

      3. Conversations with Scholars:
      4. Joel Spring, Issues in Global and Local Language Policies

        Geneva Smitherman, An Insider’s Take On African American Language Policies

        Cristina M. Rodriguez, The Law of Language in the United States

        Mary Carol Combs, What Teachers Need to Kon to Educate English Language Learners



      5. The Hidden Linguistic Legacies of Brown v. Board and No Child Left Behind by John Baugh and Aaron Welborn
      6. Portraits, Counterportraits, and the Lives of Children: Language, Culture and Possibilities by Rick Meyer
      7. Restore My Language and Treat me Justly: Indigenous Students’ Rights to Their Tribal Languages ( 40 pages) by Dorothy Aguilera and Marguerite LeCompte
      8. Power, Politics, and Pedagogies: Re-Imagining Students’ Right to Their Own Language Through Democratic Engagement by Valerie Kinloch
      9. Exploring Attitudes Toward Language Differences: Implications for Teacher Education Programs by Laurie Katz, Jerrie Scott, and Xenia Hadjoiannou
      10. Positionality: Using Self-Discovery to Enhance Pre-Service Teachers’ Understanding of Language Differences by Nancy Rankie Shelton
      11. Instructional Approaches and Students’ Attitudes: Critical Perspectives on Code-Switching by David E. Kirkland and Austin Jackson

      13. "We Have Our Own Language As Well As the Language We Bring:" Constructing Opportunities for Learning Through a Language of the Classroom by Beth V. Yeager and Judith L. Green
      14. "Taylor cat is black" : Code-Switch to Add Standard English to Students’ Linguistic Repertoires by Rebeccas S. Wheeler
      15. There’s No "1" Way to Tell A Story by Laurie Katz and Tempii Champion
      16. Culturally Responsive Read-Alouds in First Grade: Drawing Upon Children’s Language and Cultures to Facilitate Literary and Social Understandings by Jeane Copenhaver-Johnson, Joy Bowman, and Angela Johnson
      17. Developing Culturally Responsive Teacher Practitioners Through Multicultural Literature by Tamara L. Jetton, Emma Savage-Davis, and Marianne Baker
      18. Teaching the Whole Child: English Language Learners in a Middle School by Mari Haneda
      19. New Chinese Immigrant Students: Literacy Development from Heritage Language to Bilingualism by Dangling Fu
      20. High Stakes Testing and the Social Languages of Literature and Literate Achievement in Urban Classrooms by Dorothea Anagnostopoulos


      22. Possibilities for Non-Standard Dialects in American Classrooms: Lessons from the Greek Cypriot Class by Xenia Hadjioannou
      23. The Writing on the Wall: Graffiti and Other Community School Practices in Brazil by Ana Christina DaSilva Iddings
      24. The Social Construction of Literacy in A Mexican Community: Coming Soon to Your School? by Patrick H. Smith, Luz A. Murillo, and Robert T. Jimenez
      25. Multilingualism in Classrooms: The Paritetci School System of the Ladin Valleys in South Tyrol (Italy) by Videsott Gerda
      26. Educational Policies and Practices in Post-Apartheid South Africa: The Case for Indigenous African Languages by Nkonko M. Kamwangamalu
      27. Meaningful Literacy Learning for Children: Lessons from South Africa by Carole Bloch.
      28. India’s Multilingualism: Paradigm and Paradox by Zarina Manawwar Hock


    Reflections on Educational Policies and Pedagogical Practices: Talking Back

    By Jacqueline Jones Royster, Jerrie Cobb Scott, and Dolores Straker


    Jerrie Cobb Scott is Professor of Urban Literacy and Director of the Reading Center at the University of Memphis.

    Dolores Y. Straker (deceased) was Dean of the Raymond Walters College at the University of Cincinnati.

    Laurie Katz is Associate Professor of Early Childhood Education at The Ohio State University.

    "Overall, the authors do a commendable job of educating the reader on the complexity and importance of how valuing students’ language is critical for them to succeed in our increasingly multilingual, multicultural school environments. It provides a rich discussion of language policies up to and after the passage of the first SRTOL act in 1974, with the editors effectively "unmasking" pedagogical practices that other teachers can draw from to implement SRTOL’s goal of supporting students’ language rights."—Education Review

    "The book is of great value and is an excellent means of bringing attention to and promoting the principles of the SRTOL resolution…Critical language education scholars who work in the areas of teacher and graduate education will find this book very useful, with some chapters appropriate for use in their own classrooms, and others appropriate for informing their own research and advocacy efforts."—Teachers College Record