Dialects, Englishes, Creoles, and Education / Edition 1

by Shondel J. Nero

Overview

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.

Product Details

ISBN-13:	9780805846591
Publisher:	Taylor & Francis
Publication date:	03/03/2006
Series:	ESL & Applied Linguistics Professional Series
Edition description:	New Edition
Pages:	368
Product dimensions:	6.00(w) x 9.00(h) x (d)

Table of Contents

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. García, 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.

Editorial Reviews

"This book is a must-read for educators, counselors, and principals in primary and secondary schools. Teacher colleges should consider making the book required reading."
—PsycCRITIQUES

"Should teachers and citizens recognize that the various dialects, Englishes, and creoles we find around us—widely felt as wrong, broken, and bad—are in fact full valid sophisticated languages? The authors agree that the answer is yes. We badly need this strong affirmation....A book like this one helps us see subtle hidden but powerful realities of language that we need to understand for all good language teaching and language policy."
—Peter Elbow
From the Foreword

"At last there is a resource for educators that illuminates the range of English dialects and English-based creoles from around the world that students bring to school....The chapters pose essential questions that schools need to confront, especially those pertaining to social attitudes and power, and they suggest ways of revising programs to serve speakers of the world's Englishes more affirmatively."
—Carolyn Temple Adger
Center for Applied Linguistics

"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

From the Publisher