This volume brings together a multiplicity of voices--both theoretical and practical--on the complex politics, challenges, and strategies of educating students--in North America and worldwide--who are speakers of diverse or nonstandard varieties of English, creoles, and hybrid varieties of English, such as African American Vernacular English, Caribbean Creole English, Tex Mex, West African Pidgin English, and Indian English, among others. The number of such students is increasing as a result of the spread of English, internal and global migration, and increased educational access. Dialects, Englishes, Creoles, and Education offers:
*a sociohistorical perspective on language spread and variation;
*analysis of related issues such as language attitudes, identities, and prescribed versus actual language use; and
*practical suggestions for pedagogy.
Pedagogical features: Key points at the beginning of each chapter help focus the reader and provide a framework for reading, writing, reflection, and discussion; chapter-end questions for discussion and reflective writing engage and challenge the ideas presented and encourage a range of approaches in dealing with language diversity. Collectively, the chapters in this volume invite educators, researchers, and students, across the fields of TESOL, applied linguistics, sociolinguistics, English, literacy, and language education, to begin to consider and adopt context-specific policies and practices that will improve the language development and academic performance of linguistically diverse students.
"The book is a good collection of thought-provoking papers on the linguistic and educational tension created by the proliferation of vernacular Englishes and the need for language standardisation." --Language and Education, 2008
"If we believe…that all children have a right to literacy and education, then as professional linguists we are obliged to advocate for more humane and effective ways of achieving this. This will no doubt involve…confronting conservative, blame-the-victims folk models of language and education with the truth about what language differences mean and, perhaps more importantly, what they don’t mean. This volume…makes a significant contribution to this enterprise. I hope it will find its way into many teacher education programs."--Ronald Kephart, Language Policy (2008), 7: 377-379
Contents: P. Elbow, Foreword. Preface. S.J. Nero, Introduction. Part I: World Englishes, Creoles, and Education. Y. Kachru, World Englishes and Language Education. J. Siegel, Keeping Creoles and Dialects Out of the Classroom: Is It Justified? Part II: African American Vernacular English (AAVE)/Ebonics. J.R. Rickford, Linguistics, Education, and the Ebonics Firestorm. L. Delpit, What Should Teachers Do? Ebonics and Culturally Responsive Instruction. Part III: Caribbean Creole English. L. Winer, Teaching English to Caribbean English Creole-Speaking Students in the Caribbean and North America. Y. Pratt-Johnson, Teaching Jamaican Creole-Speaking Students. Part IV: Hawai'i Creole English (HCE)/Pidgin. D. Eades, S. Jacobs, E. Hargrove, T. Menacker, Pidgin, Local Identity, and Schooling in Hawai'i. Part V: Hispanized English. O. Garc¡a, K. Menken, The English of Latinos From a Plurilingual Transcultural Angle: Implications for Assessment and Schools. M.H. Kells, Tex Mex, Metalingual Discourse, and Teaching College Writing. Part VI: West African Pidgin English. C. de Kleine, West African World English Speakers in U.S. Classrooms: The Role of West African Pidgin English. Part VII: Asian Englishes. A. Govardhan, Indian Versus American Students' Writing in English. M.L.G. Tayao, A Transplant Takes Root: Philippine English and Education. S.J. Nero, Conclusion.
This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.
Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.
The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.
Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.