Affirming Students' Right to their Own Language: Bridging by Jerrie Cobb Scott, Dolores Y. Straker, Laurie Katz

By Jerrie Cobb Scott, Dolores Y. Straker, Laurie Katz

A Co-publication of the nationwide Council of academics of English and Routledge.

How can lecturers make sound pedagogical judgements and suggest for tutorial guidelines that most sensible serve the wishes of scholars in today’s various study rooms? what's the pedagogical price of offering culturally and linguistically diversified scholars higher entry to their very own language and cultural orientations?

This landmark quantity responds to the decision to take care of the incomplete pedagogical enterprise of the NCTE convention on university Composition and conversation 1974 Students’ correct to their very own Language answer. Chronicling the interaction among legislated/litigated schooling guidelines and language and literacy educating in diversified school rooms, it provides exemplary research-based practices that maximize scholars' studying through the use of their home-based cultural, language, and literacy practices to assist them meet tuition expectancies.

Pre-service lecturers, working towards academics, and instructor educators desire either assets and information, together with international views, approximately language edition in PreK-12 school rooms and hands-on options that let academics to advertise scholars’ use in their personal language within the lecture room whereas additionally addressing mandated content material and function criteria. This booklet meets that want.

Visit http://www.ncte.org for additional information about NCTE books, club, and different prone.

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Extra info for Affirming Students' Right to their Own Language: Bridging Language Policies and Pedagogical Practices

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This case has been heralded as a landmark decision, as this was the first time that a ruling was made in relation to children who spoke a dialect other than Standard English. The other cases had to do with different languages, including the 1981 case of Castañeda v. Pickard (1981), which established criteria for acceptable program remedies. In Chapter 2 (Interview 2), Geneva Smitherman clarifies the key issues in the King case, as well as the Oakland Ebonics situation, both of which dealt with African American English.

They argue that while both promised relief to problems of educational inequities, neither dealt in a straight forward way with the hidden linguistic legacy of African Americans. The judicial perview of Brown v. Board of Education was narrowly defined and focused largely on the desegregation of facilities. The more recent NCLB legislation is shortsighted in that it is overly dependent on high stakes test results to serve as the equalizer of past inequities and present school failures. Many of the authors in this volume criticize the NCLB mandates as the driving force behind (a) test-driven curricula, (b) an upsurge of ineffective, reductionists approaches to teaching and learning in general, (c) the reinforcement for the English Only Movement, and (d) the creation of disincentives for considering the heritage language of students in instruction.

Negative teacher attitudes toward non-mainstream dialects are linked to myths Cross-Currents in Language Policies • 13 about standard dialects and inherently superior or inferior dialects. However, Katz and her colleagues move the discussion beyond language attitudes to language ideologies. In Chapter 8, Shelton looks at ways to change negative teacher attitudes. She pushes the discussion beyond attitudes to include language awareness, beginning with preservice teachers’ discoveries of variations in their own language and moving on to explorations of authentic language samples.

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