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Micro-level teaching strategies for linguistically diverse learners
Abstract
Language instruction in secondary education is dominated by standard language ideology—a view of language that sanctions one (“standard”) variety at the expense of other (“nonstandard”) ones. While it is clear that students need access to privileged rhetorical forms, it is similarly clear that most current pedagogies do not facilitate such access for many students, and, in fact, may work to alienate some students from academic processes. Some instructional approaches have been proposed in the past (i.e., linguistically informed instruction and genre) that offer strategies for more effectively teaching linguistically diverse learners. What is needed is not only a synthesis of the strengths of such approaches, but also an understanding of the fluencies students already possess. Language curricula in secondary schools should intentionally build from the micro- to the macro-level, from the existing linguistic knowledge of students to increased facility with academic and other privileged genres and registers.
... Many language and literacy scholars have also called for language instruction that invites students to research their own language use (Bloome et al., 2005;Brown, 2006;Delpit, 1988;Fecho, 2004). Focusing language instruction on students' own linguistic experiences has been shown to lead to substantial changes in students' content knowledge about dialects (Fecho, 2004;Godley & Minnici, 2008) and to rich student-centered discussions (Bloome et al., 2005;Godley & Minnici, 2008). ...
... I judge everybody" might provide richer opportunities for students to question language ideologies. This recommendation aligns with Brown's (2006) call for sequencing language instruction for bidialectal students from tasks that focus on students' exploration of their own language use to more macro-level issues about societal relationships among language variation, identity, and power. ...
The field of literacy studies has seen decades of calls for scholarship and instruction that address issues of dialect diversity, identity, and power but few empirical studies that document students’ engagement in classroom activities designed to address these issues. The goal of this article is to describe how three bidialectal African American high school students learned about language variation, identity, and power through their participation in a small-group, inquiry-based discussion. The authors’ description analyzes both the learning opportunities and limitations provided by the design of the inquiry-based discussion and also the content learning about the English language that was evidenced by the students’ talk. The findings suggest that inquiry-based discussions, when driven by carefully worded questions, can lead to robust student learning about language variation and can engage students in authentic disciplinary problem posing.
... However, there are other effects as well. Specifically, recognizing students' assets in formal settings can improve their selfefficacy and strengthen their relationship with formal academic institutions, because this visibility demonstrates that their home knowledge belongs in the learning domain Brown, 2006;Listman et al., 2011;Crumb et al., 2023). As such, we should ensure that the content of our learning systems more directly reflects the cultural and linguistic assets that students bring with them to the classroom, and we should also seek to encourage learners, teachers, and other stakeholders to explore the ways in which students' home cultures can be leveraged to better support the students. ...
The artificial intelligence in education (AIED) community has produced technologies that are widely used to support learning, teaching, assessment, and administration. This work has successfully enhanced test scores, course grades, skill acquisition, comprehension, engagement, and related outcomes. However, the prevailing approach to adaptive and personalized learning has two main steps. First, the process involves detecting the areas of knowledge and competencies where students are deficient. This process also identifies when or how a student is considered “at risk” or in some way “lacking.” Second, the approach involves providing timely, individualized assistance to address these deficiencies. However, a considerable body of research outside our field has established that such deficit framing, by itself, leads to reactive and less productive strategies. In deficit-based frameworks, powerful student strengths, skills, and schemas—their assets—are not explicitly leveraged. In this paper, we outline an asset-based paradigm for AIED research and development, proposing principles for our community to build upon learners’ rich funds of knowledge. We propose that embracing asset-based approaches will empower the AIED community (e.g., educators, developers, and researchers) to reach broader populations of learners. We discuss the potentially transformative role this approach could play in supporting learning and personal
development for all learners, particularly for students who are historically underserved, marginalized, and “deficitized."
... In the United States, the language of instruction has been a hotly contested issue in education policy circles for both students whose first language is something other than English (Leung & Uchikoshi, 2012;Schmidt, 2007;Shannon, 1999) and students whose first language is a non-dominant variant of English (Brown, 2006;Collins, 1999;Siegel, 2006). California's Proposition 227-passed in the late 1990s, outlawing bilingual education and mandating English-only policies-has particularly shaped the last few decades of U.S. language policy and inspired similar moves by many other states (Stritikus, 2002). ...
... Gráfico de todos os artigos com índice positivo com citações no Google Acadêmico. Fonte: Elaboração da autora a partir dos dados da pesquisa.Assim, observa-se que autores como; "Van Der Toorn" (2011),"Rassool" (1998),"Brown" (2006) e "Sánchez and Mitchell" (2017) apresentam uma quantidade acentuada de citações sobre as discussões que fundamentam a construção dos estudos da ideologia do Projeto de Lei nº. 867/2015 do Escola "Sem" Partido. ...
Resumo O artigo apresenta um portfólio de publicações referentes aos estudos da ideologia do Projeto Escola "Sem" Partido a partir da metodologia Methodi Ordinatio. Convém destacar que essa metodologia permite ao pesquisador a construção de um aporte que amplia as possibilidades de discussões teóricas, dialogando temas similares ao Projeto Escola "Sem" Partido. A pesquisa segue o caráter de natureza quali-quantitativa, pela aproximação dos métodos qualitativos e quantitativos que legitimam os resultados encontrados. Nesse contexto, o percurso metodológico demandou de técnicas da pesquisa bibliográfica e documental. A metodologia Methodi Ordinatio viabiliza a seleção de artigos a partir do fator de impacto da revista de publicação, o número de citações e o ano de publicação, que são parâmetros importantes que orientam o pesquisador na construção da pesquisa. A análise dos trabalhos evidenciou a relação do Escola "Sem" Partido com um projeto de educação voltado à
... To clarify the connection between power and language ideologies, especially in school spaces, it is useful to distinguish between macro-, meso-, and micro-levels at which ideologies circulate (Brown, 2006). Broadly, I view the macro-level as representing distal, national spaces, the meso-level as representing intermediate, institutional spaces, and the micro-level as representing immediate, local, face-to-face interactions (Anderson, 2009). ...
Emergent bilingual students in the United States often attend schools that perpetuate English-only language ideologies. This article draws from qualitative data collected in a multilingual, second-grade classroom in the U.S. to explore how students co-constructed language ideologies across a schoolyear as they engaged in a daily eBook composing activity designed to counter the school’s English-only pol- icy and instead value the use of multiple languages. Conceptually, this paper draws upon the notion of language and literacy as social and ideological practices to demonstrate the ways students negotiated multiple, situated, and dynamic language ideologies about various heritage languages. Using data from two students with different heritage language backgrounds as telling cases, it is argued that students co-constructed language ideologies that valued their own and peers’ heritage languages, and that these ideologies were both connected to students’ school and peer worlds and influenced by their heritage language backgrounds.
... Even so, this research often falls short of assessing what students already know and understand about their language use. Important findings in recent scholarship endorse teaching meta-awareness of language variation to students (Brown, 2006;Christensen, 2011;Godley & Loretto, 2013;Janks, 2009;Mallinson & Charity Hudley, 2010) but how students respond to instruction around language variation may differ depending on their prior knowledge and beliefs. ...
This study explores the knowledge and beliefs about language variation from high school students in the San Francisco Bay Area. Using quantitative analysis of a survey of language beliefs, combined with a thematic analysis of student interviews, the study explores the language ideologies demonstrated by students from a wide range of sociocultural backgrounds. Key findings include that neither race nor linguistic background predict whether students hold dominant language ideologies that frame Standardized English as the correct form of English, or critical language ideologies that uphold the value of all English varieties. The key characteristics that predict language ideology are parents' language ideology and students' awareness that they speak more than one variety of English. The findings support previous theorizing that suggests language ideologies shift with context and purpose. Students describe the racial-ized nature of language although there is great diversity of language ideology within racialized groups. As suggested by Kroskrity (2010) increased awareness of linguistic diversity and language ideologies is related to contestation of dominant language ideologies. Altogether the findings paint a picture of students with wide ranging knowledge and beliefs about language variation that will complicate teaching about language variation in school. Teachers will do well to assess what their students know and believe about language before teaching them. Researchers are encouraged to continue to explore student understandings of language variation as this area remains underdeveloped.
... Approaches to teaching about language that affirm the validity of diverse English dialects help remove stigma associated with speakers of those dialects as well as increase a sense of belonging in school (A. F. Ball & Ellis, 2008;Brown, 2006). One goal of these approaches that include the interrogation of historical relationships of power and privilege is to increase critical language awareness (Alim, 2005). ...
Approaches to teaching critical language awareness are gaining traction in urban schools with culturally and linguistically complex student populations; however, what teachers need to know to enact these pedagogies is not well understood. Using a lens of pedagogical content knowledge for critical language teaching, this study examines what happens when a teacher implements a critical language pedagogy without attention to student understandings of language variation. The findings suggest that when student knowledge is not valued, students may be resistant to linguistic terms and concepts, despite teachers’ linguistic content knowledge and pedagogical approach.
... The approach is premised on the notion that different learners are receptive to Downloaded by [31.154.149.76] at 23:24 19 September 2015 learning and internalize knowledge it in different ways, and therefore they require adaptations and different forms of explanation, as well as more varied teaching activities (Baldwin, Buchanan, & Rudisill, 2007;Darling-Hammond, 2005;Gardner, 1993). By illuminating contents, tailoring them to teaching, and encouraging pupils to learn, "adapting" teachers take into account the needs, skills, and particular characteristics of each and every pupil and even treat the difference among learners as a value and a foundation for personal growth (Brown, 2006;Keefe, 2007). ...
This article presents findings from a longitudinal qualitative study
that examined teaching approaches of neophyte teachers in Israel
during their 4-year exclusive teachers’ training program for teaching
Jewish subjects and first two years of teaching. The program
wanted to promote change in secular pupils’ attitudes toward
Jewish subjects. We found a high incidence of teaching using positivistic
approaches of knowledge transmission and the teachers
adopted a particular teaching approach early into their training
program that they continue to employ. Can teaching oriented in
the transmission of central cultural value knowledge, with pupils
as passive receptacles, create a meaningful encounter?
Many systemic functional linguistics (SFL) scholars have shown the usefulness of students’ and teachers’ abilities to utilize a functional metalanguage for school writing (Berry, 2009; Coffin, 2006; Humphrey & Macnaught, 2016; Macken-Horarik & Morgan, 2011; Rose & Martin, 2012). In the U. S., SFL work has primarily focused on teaching English as an additional language (de Oliveira, 2010a; de Oliveira & Dodds, 2010b; Gebhard, Harman, & Seger, 2007; Schleppegrell, 2009). Few scholars have explored the implications of this metalanguage for heritage English speakers (e.g., Brown, 2006, 2008, 2011) or stigmatized dialects of English like in Appalachia (Angus & Iddings, 2013; Iddings & Angus, 2015). This article presents a qualitative case study and SFL analysis of student writing to discuss the metalanguage used by twelfth-grade ELA students and teachers in Appalachian Kentucky. I argue that teachers can empower students to talk about and compose their writing with a more useful metalanguage.
Chapter 2 presents a discussion and analysis of the relevant scholarship that has informed the design and implementation of the Structural Inquiry of Stigmatized Englishes (SISE) approach. The chapter begins with an argument for increased focus on pedagogy within the field of linguistics, followed by a case for the linguistics classroom, and particularly the introductory course, as an essential site for the dissemination of research on linguistic inequality. The chapter continues with a review of current scholarship that proposes similar pedagogical answers to the problem of linguistic inequality, showing how the SISE approach adds a new perspective to linguists’ work in this area by bringing a pedagogical solution to the college level, to the field of linguistics, and to a focus on the linguistically privileged rather than the linguistically marginalized. The chapter concludes with a theoretical rationale for the design of the curriculum: incorporating structural analysis with the study of the social impact of linguistic inequality, translingualism, and intercultural communication.
Chapter 1 provides an introduction to the problem of widespread negative, misinformed language ideologies in the United States, which results in linguistic prejudice and linguistic discrimination. Examples are analyzed to illustrate how people are socialized into problematic language ideologies, such as differences in linguistic portrayals of heroes and villains in children’s movies and the use of stigmatized varieties in television shows to index undesirable qualities. Also examined are several examples of how these ideologies negatively affect linguistically marginalized people, such as the denial of housing through the use of linguistic profiling, the mistreatment of linguistically marginalized students in primary and secondary schools, and the unequal judicial treatment of witnesses due to their linguistic backgrounds. The chapter concludes by introducing a proposal for one possible part of the solution to this problem: the adoption of the Structural Inquiry of Stigmatized Englishes (SISE) approach to the introductory linguistics course.
My research project will be briefly described. Evidence-based research describing overachieving classes in reading was performed in a first large-scale study of the grade 3 classes in Stockholm. Standardized reading comprehension tests, student and teacher questionnaires were employed. The meagre results of this first study will be compared with those of a second, more focused, mixed methods follow-up study on eight multi-cultural classes, overachieving in reading, where the teachers view of literacy as participating in a social, cultural practice, was enacted within the realms of a book flood programme. In the present study five in-depth interviews were carried out with academically very successful young multicultural adults to explore how they viewed their school trajectories and their present situation. The informants validate the results of the second study and also indicate that these students have developed a very strong Future Time Perspective. They also indicate that the future-oriented pedagogy they met with as children, has influenced their attitudes towards school and a future academic career, apart from giving them strategies and tools for further learning. The theoretical frame of reference employs FTP-research, the enlarged concept of literacy as described in new Literacy Studies, and Vygotsky's theories on learning, together with the results of the second study. Implications for practitioners and implications for researchers in terms of a more extensive use of both qualitative and quantitative methods in researching literacy will be discussed.
White papers are commonly produced by companies to market high-tech products and services. But little evidence-based guidance is available to aid novices in their creation. To fill this void, we are engaged in an analysis of this genre, including macro-, micro-, and para-linguistic features, for a sample of 20 recent, top-rated white papers.
For several decades, some sociolinguists have argued that students—particularly those students who speak nonstandard varieties of English—would benefit from educational approaches grounded in linguistic principles. While studies have supported the claims that linguistically informed curricula can be educationally beneficial, such curricula have not yet been routinely adopted by educators, with a few exceptions. For a linguistically informed curriculum to be more generally implementable, it must articulate a coherent approach to dialect and academic language issues. Such articulation requires attention to existing educational processes and goals, which includes attention to the register features of academic writing. Additionally, a curriculum’s design must mitigate teachers’ lack of experience with linguistic content and a common ambivalence toward grammar. A linguistically informed curriculum must be accessible to teachers and students, relevant to their learning objectives and integrable into an existing classroom ecology. This study addresses these issues, first, by designing a secondary-level curriculum that combines techniques of contrastive analysis, which compare the grammatical features of one language variety to another, and systemic functional linguistics, which explicate the syntactic and rhetorical structures of specific linguistic practices—in this case, of academic registers. The study also addresses some of the barriers to adoption and scalability by designing a curriculum that provides teachers with the necessary information and resources to be managed by non-experts. The qualitative analysis of the curricular implementation at a high school in Washington, D.C. demonstrates how the participating teacher and her students are able to negotiate content that introduces new ways of understanding and making meaning with language. The study evidences important changes in the metalinguistic awareness of the teacher and her students—development that can promote students’ academic achievement. In addition, the study debunks the oft-repeated claim that grammar is boring. The high levels of student participation during the lessons illustrate the curiosity that many students have about language. Furthermore, the participating teacher sees the linguistic content as relevant to established goals and presents it to students that way. The study, therefore, demonstrates both the challenges and the possibilities of fashioning linguistic content into usable, accessible and relevant curricula. Ph.D. English & Education University of Michigan, Horace H. Rackham School of Graduate Studies http://deepblue.lib.umich.edu/bitstream/2027.42/61797/1/browndw_1.pdf
This case study focuses on a white upper middle class New York City teenager who employed linguistic features of African American Vernacular English (AAVE). It describes some of these features, discusses their origins, and explores the complex dynamics of identification with hip hop, a youth subculture involving the consumption of rap music, baggy clothes and participation in activities like break dancing, writing graffiti and rapping.
Fordham and Ogbu (1986) have described fear of acting white as a significant factor that influenced the attitudes and often undermined the achievement of African-American students at Capital High in Washington, D.C. The present qualitative study investigated 38 relatively high-achieving African-American and Mexican-American students in various high schools, public and private, in a midwestern city. The respondents did not report avoiding academic achievement in order to avoid accusations of acting white. Most of the students we interviewed reported no loss of ethnic identity. The students felt strong resentment toward their peers' accusations of acting white and did not seem to be intimidated by the accusations, though they were bothered by the accusations. It would be useful if future research addressed the conditions under which avoidance of acting white is most likely to occur.
In the past decade, a great deal of federally sponsored research has been devoted to the educational problems of children in ghetto schools. In order to account for the poor performance of children in these schools, educational psychologists have attempted to discover what kind of disadvantage or defect they are suffering from. The viewpoint that has been widely accepted and used as the basis for large scale intervention programs is that the children show a cultural deficit as a result of an impoverished environment in their early years. Considerable attention has been given to language. In this area the deficit theory appears as the concept of verbal deprivation. Negro children from the ghetto area are said to receive little verbal stimulation, to hear very little well-formed language, and as a result are impoverished in their means of verbal expression. They cannot speak complete sentences, do not know the names of common objects, cannot form concepts or convey logical thoughts.
L'A. expose son point de vue d'enseignant en anglais dans une universite americaine quant au role que joue l'enseignant dans l'eveil d'une pensee critique chez les etudiants a propos des varietes standard et non-standard d'anglais et la prise de conscience de l'importance des dialectes americains face a l'ideologie qui voudrait defendre la purete d'une langue standard unique
This article is concerned with humanism and its role in English teaching. It is meant as a critique of the assumptions and philosophy of some influential writers and educators in ESL/EFL; it is also meant constructively, as a suggestion of what can usefully be adopted from humanism, and how this can be reconciled with product-focused, genre-based approaches. The article begins with a brief survey of the relationship of humanism to English teaching, and goes on to draw a distinction between two types of humanism prominent in ESL/EFL today. Some criticisms that can be made of certain extreme forms of it are then suggested. An older rhetorical tradition is then outlined, and an explanation given of why the systematic study of grammar in its social context is so important. Some linguistic and cognitive benefits of this approach are advanced, while is it recognized that, in certain of its guises, humanism may still be of value.
Haben Sie «Volk» gesagt ?
Mit der Anwendung des allgemeinen Modells der Hervorbringung von Rede als In-Beziehung-setzen eines — je nach Geschlecht, Generation, sozialer Stellung, sozialer und ethnischer Herkunft variierenden — Sprachhabitus mit einem jeweiligen Markt (einem dominanten oder einem den Beherrschten vorbehaltenen freien Markt und je nachdem, ob öffentlicher oder privater Austausch stattfindet, mehr oder minder straff) läßt sich der realistische Begriff der «Sprache des Volkes», der aus der Anwendung mythischer Kategorien resultiert, durchbrechen.
Takes issue with the widely-held notion that urban black children are verbally deprived. Slightly revised version of a paper presented, in part, at the Georgetown University 20th Round Table, Washington, D.C., March 1969. Appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education. (FWB)
A social literacies perspective is used to analyze a rap written by a high school student. The article begins with an examination of the student's uses of African American Vernacular English (AAVE) and standard English. The student writing sample and the researcher's analysis are subjected to review by two other African American teenagers, and these students' insights are used to interrogate the assumptions of analysis and research into language use. The article ends by claiming that teachers and researchers must engage students' literacy practices in order to enrich classroom life and conduct meaningful and socially just research. The study reinforces the need to continue the scholarly debate about the wisdom and efficacy of trying to impose standard English on all speakers and writers and argues that new ways to validate alternative literacies should be found that can be used as a means of helping students to become proficient users of dominant literacies. Twenty-four references are included. (KFT)
Through focusing on the genre of informational reports, two dilemmas of genre teaching are explored: (1) a teaching dilemma about how to help students achieve flexible writing competencies through a combination of immersion in text exemplars and instruction in text features; and (2) a curriculum dilemma about how to combine the goals of socialization and critique. The challenge of preparing students to have deep understanding, independent thinking, and critical judgment is hampered by the fact-based, non-evaluative form of information reports frequently required of students. Reports that are fact-based should be enriched by contextualized variations, and should be the beginning of flexible concepts and skills. The teaching strategy most likely to achieve flexible competencies is to give students a formulaic utterance that works for a particular communicative purpose and then to provide situational contexts that motivate appropriate modifications. The social history of the informational report indicates that this report form has a hidden curriculum and promotes a particular kind of knowledge. The kind of knowledge that counts is objective, universally recognized facts; there is no recognition of the specific audience of the report or any indication of evaluation. Both text forms and critical forms of reports should be taught, even with the youngest children. (Contains 22 references.) (JDD)
'Language and ethnicity' has been an underlying theme in my work for most of my professional life. I have been encouraged many times to organize a selection of my papers on that theme, sometimes by colleagues, sometimes by students and sometimes by publishers, but it was not until the summer of 1987, at the Summer Linguistic Institute of the Linguistic Society of America, when I once more taught a graduate course on this topic, that the stimulus, the opportunity and the encouragement to do so all came together at the same time. The present selection comprises those of my papers from 1972 and thereafter that I still find theoretically productive and heuristically useful for current work on language and ethnicity. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Linguists and other social scientists have identified school curriculum, teacher education, language policy and testing as pedagogical domains in which to address issues and develop tools that foster greater academic achievement of African American English-speaking students, and nonstandard English speakers more generally. This article focuses on the intersection between teachers’ attitudes toward African American English and language policy, or lack thereof, at the secondary school level. The analyses are based on questionnaires completed by teachers from several public schools located in the New York metropolitan area. This study includes teachers with large populations of students for whom English is a second language or whose primary language is a dialect of English other than that spoken by the mainstream. Thus, we inquire to what extent teachers are sensitized to the educational needs of these students. The results point to the importance of school policy in affecting teachers’ sensitivity towards AAE.
This article analyzes the discourse styles, including the linguistic practices, of a group of African American high school students and offers a twofold conclusion: (1) Ebonics or Black English is the norm against which all other speech practices are evaluated by the students at the research site and (2) “the standard”—that is, the standard English dialect—is constructed as a vernacular. As a vernacular, this discourse is not privileged; indeed, it is “dissed” (disrespected) and is only “leased” by the students on a daily basis from nine to three. This linguistic practice is centrally implicated in the postulated guerrilla warfare at the school. With data from a predominantly African American high school in Washington, D.C., the effects of this practice on African American academic achievement are documented. Several policy implications are also noted.
The postoppositional identity work of urban high school students is described. The youths had engaged in oppositional identity work that led to breakages with their worlds. Lona was a central figure who forged symbolic and social links that enabled the youths to construct “true” selves and to express identities in ethical relation to others. Lona's links engendered a politics of reconciliation that empowered marginalized youths to resituate their selves within, and transform, their worlds.
The authors review their previous explanation of black students' underachievement. They now suggest the importance of considering black people's expressive responses to their historical status and experience in America. Fictive kinship is proposed as a framework for understanding how a sense of collective identity enters into the process of schooling and affects academic achievement. The authors support their argument with ethnographic data from a high school in Washington, D.C., showing how the fear of being accused of acting white causes a social and psychological situation which diminishes black students' academic effort and thus leads to underachievement. Policy and programmatic implications are discussed.
Texto sociológico sobre la etnicidad, que comienza por establecer el significado de los términos, así -por ejemplo- la diferencia entre raza/racial y étnico. Hace después un recorrido histórico que evidencia tres "momentos" que permiten explicar las formaciones étnicas; es decir, la esclavitud, el colonialismo y el postcolonialismo. Examina luego el concepto de racismo dentro del discurso de la raza, para pasar después a estudiar los casos concretos de EUA, Inglaterra, Malasia y Hawai. El último capítulo se pregunta por el resurgimiento de la etnicidad en el mundo contemporáneo.
Linguistic variation as social practice: The linguistic construction of identity in Belten High
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Eckert, P. (2000). Linguistic variation as social practice: The linguistic construction of identity in Belten High. Malden, MA: Blackwell Publishers.
The condition of education District of Columbia: National Center for Education Statistics
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An introduction to functional grammar What does " acting White " really mean? Racial identity formation and academic achievement among Black youth
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Halliday, M. A. K. (1994). An introduction to functional grammar. London: E. Arnold. Harpalani, V. (2002). What does " acting White " really mean? Racial identity formation and academic achievement among Black youth. Perspectives on Urban Education, 1(1).
Spoken soul: The story of Black English
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Social semiotics: A new model for literacy education Classrooms and literacy English with an accent: Language, ideology, and discrimination in the United States
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The nation's report card: Writing 2002, trial urban district assessment. District of Columbia: National Center for Education Statistics Learning genres, learning about genres and learning through genres: Educating indigenous learners
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Inventing culturally relevant pedagogy in two fourth/fifth-grade combination classrooms: Diversity and diglossia among Black English speakers. Unpublished doctoral dissertation
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Sulentic, M. (1999). Inventing culturally relevant pedagogy in two fourth/fifth-grade combination classrooms: Diversity and diglossia among Black English speakers. Unpublished doctoral dissertation. University of Iowa, Iowa City, Iowa.
NAEP 1999 trends in academic progress: Three decades of student performance
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The skin that we speak: Thoughts on language and culture in the classroom
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Delpit, L., & Dowdy, J. (2002). The skin that we speak: Thoughts on language and culture in the classroom. New York: New Press.
The nation's report card: Reading
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Lutkus, A. D., Weiner, A. W., Daane, M. C., & Jin, Y. (2003). The nation's report card: Reading 2002, trial urban district assessment. District of Columbia: National Center for Education Statistics.
Voices of the self: A study of language competence
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Gilyard, K. (1991). Voices of the self: A study of language competence. Detroit: Wayne State University Press.
Vernacular Englishes in the writing classroom: Probing the culture of literacy
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Elbow, P. (2002). Vernacular Englishes in the writing classroom: Probing the culture of literacy. In C. L. Schroeder, H. Fox, & P. Bizzell (Eds.), ALT DIS: Alternative discourses and the academy (pp. 126–138). Portsmouth, NH: Boynton/Cook Heinemann.
A report on reports: Two dilemmas of genre teaching. Paper presented at the Working with Genre Conference The powers of literacy: A genre approach to teaching writing
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Cazden, C. (1993, May). A report on reports: Two dilemmas of genre teaching. Paper presented at the Working with Genre Conference, Sydney, Australia. Cope, B., & Kalantzis, M. (1993). The powers of literacy: A genre approach to teaching writing. Pittsburgh: University of Pittsburgh Press.
Authority in language: Investigating language prescription and standardisation
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Milroy, J., & Milroy, L. (1985). Authority in language: Investigating language prescription and standardisation. London: Routledge.
Social semiotics: A new model for literacy education
- Lemke