Dialects, Englishes, Creoles, and Education

ISBN-13: 9780805846584 / Angielski / Twarda / 2006 / 338 str.

Shondel J. Nero

Opis

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.

Spis treści

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.

O autorze

Shondel J. Nero