|Resolution from "Students' Right to Their Own Language" and National Language Policy Statement of CCCC||xv|
|1.||The Historical Struggle for Language Rights in CCCC||7|
|2.||Race, Class(es), Gender, and Age: The Making of Knowledge about Language Diversity||40|
|3.||The Expanding Frontier of World Englishes: A New Perspective for Teachers of English||67|
|4.||Language Diversity in Teacher Education and in the Classroom||76|
|5.||Practical Pedagogy for Composition||89|
|6.||"Resurfacing Roots": Developing a Pedagogy of Language Awareness from Two Views||109|
|7.||Language Diversity and the Classroom: Problems and Prospects, a Bibliography||134|
Language Diversity in the Classroom: From Intention to Practice / Edition 3by Geneva Smitherman, Victor Villanueva, Suresh Canagarajah
Pub. Date: 11/15/2003
Publisher: Southern Illinois University Press
It’s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. Language Diversity in the Classroom: From Intention to Practice works to realign these conceptions through a series of provocative yet evenhanded essays that explore/i>
It’s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. Language Diversity in the Classroom: From Intention to Practice works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.
Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.
All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students’ own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a “standard English,” advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country’s diverse dialects, languages, and literatures.
Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.
The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity.
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