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In recent decades, the linguistic and cultural diversity of school populations in the United States and other industrialized countries has rapidly increased along with globalization processes. At the same time, schooling as it is currently constituted continues to be ineffective for large numbers of students. Exploring crucial issues that emerge at the intersection of linguistic diversity and education, this volume: provides an up-to-date review of sociolinguistic research and practice aimed at improving education for students who speak vernacular varieties of US English, English-based Creole languages, and non-English languages explores the impact of dialect differences and community languages on ethnolinguistically diverse students' academic achievement challenges the dominant monolingual Standard language ideology presents sociolinguistically based approaches to language and literacy education that acknowledge and build on the linguistic and cultural resources students bring into the school.
Throughout, the authors argue for the application of research-based knowledge to the dire situation (as measured by school failure and drop-out rates) of many ethnolinguistic populations in US schools. The overall aim of the volume is to heighten acknowledgement and recognition of the linguistic and cultural resources students bring into the schools and to explore ways in which these resources can be used to extend the sociolinguistic repertoires, including academic English, of all students.
In recent decades, the linguistic and cultural diversity of school populations in the United States and other industrialized countries has rapidly increased along with globalization processes. At the same time, schooling as it is currently constituted continues to be ineffective for large numbers of students. Exploring crucial issues that emerge at the intersection of linguistic diversity and education, this volume: provides an up-to-date review of sociolinguistic research and practice aimed at improving education for students who speak vernacular varieties of US English, English-based Creole languages, and non-English languages explores the impact of dialect differences and community languages on ethnolinguistically diverse students' academic achievement challenges the dominant monolingual Standard language ideology presents sociolinguistically based approaches to language and literacy education that acknowledge and build on the linguistic and cultural resources students bring into the school.
Throughout, the authors argue for the application of research-based knowledge to the dire situation (as measured by school failure and drop-out rates) of many ethnolinguistic populations in US schools. The overall aim of the volume is to heighten acknowledgement and recognition of the linguistic and cultural resources students bring into the schools and to explore ways in which these resources can be used to extend the sociolinguistic repertoires, including academic English, of all students.
Preface
List of Contributors
1: Introduction: Ethnolinguistic Diversity in Language and Literacy Education, Marcia Farr, Lisya Seloni, and Juyoung Song
Part I: Ethnolinguistic Diversity in the United States
2: Common Myths and Stereotypes Regarding Literacy and Language Diversity in the Multilingual United States, Terrence G. Wiley & Gerda de Klerk
3: Language, Education,and Literacy a Mexican Transnational Community, Marcia Farr
4: "I’m Speaking English Instead of My Culture" – Portraits of Language Use and Change among Native American Youth, Teresa L. McCarty, Mary Eunice Romero-Little, Larisa Warhol, & Ofelia Zepeda
5: Diverse Literacy Practices among Asian Populations: Implications for Theory and Pedagogy, Alan Hirvela
Part II: Integrating Ethnolinguistic Diversity into Schooling
6: Dialect Awareness, Cultural Literacy, and the Public Interest, Walt Wolfram
7: Ethnosensitivity in Time and Space: Critical Hip Hop Language Pedagogies and Black Language in the US, H. Samy Alim & John Baugh
8: Standardized Assessment of African-American Children: A Sociolinguistic Perspective, Anne H. Charity Hudley
9: Latino Language Practices and Literacy Education in the U.S., Ofelia García
10: Language, Literacy, and Pedagogy of Caribbean Creole English Speakers, Shondel Nero
11: From Outside Agitators to Inside Implementers: Improving the Literacy Education of Vernacular and Creole Speakers, Angela E Rickford & John R. Rickford
Afterword: Mariko Haneda
Marcia Farr is Professor of Education and English at the Ohio State University and Professor Emerita of English and Linguistics at the University of Illinois at Chicago. Lisya Seloni is Assistant Professor of English in the Composition and TESOL graduate program at Indiana University of Pennsylvania. Juyoung Song is Assistant Professor in the department of English and Philosophy at Murray State University.
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