Critical Language Pedagogy Interrogating Language Dialects and Power in Teacher Education 1st Edition by Amanda J Godley, Jeffrey Reaser ISBN 9781433153037 1433153033

Chapter 1: Introduction

Linguistic and Sociolinguistic Research on Dialects

The Racial, Cultural and Linguistic Landscape of U.S. Schools

Dialects and Language Ideologies in Schools

Instruction on Dialect Diversity

Code-Switching and Contrastive Analysis

Code-Meshing and Identity

Socio-Historical Approaches

Critical Language Pedagogy

Overview of the Following Chapters

Notes

References

Chapter 2: The Critical Language Pedagogy Curriculum

The Design of the Critical Language Pedagogy Mini-Course

Content Knowledge

Pedagogical Content Knowledge

Challenging Current Beliefs

Mini-Course Topics

The Complete Curriculum

Introduction to the Mini-Course

Module 1: Teaching about Dialects in Literature

Introduction to Module 1

CCSS Addressed

Opening Scenario

Readings and Assignments

Day 1

Day 2

Module 2: Addressing Vernacular Dialects in Student Writing and Talk

Introduction to Module 2

CCSS Addressed

Opening Scenario

Readings and Assignments

Day 1

Day 2

Reading 1: Talking about Language Variation with Your Students

Reading 2: Discovering Dialect Patterns: A Special Use of BE in African American English

Reading 3: Errors in Student Writing

Module 3: Students’ Investigations of Identity and Variation in Their Own Language

Introduction to Module 3

CCSS Addressed

Opening Scenario

Readings and Assignments

Day 1

Day 2

Reading 1: Language Variation and Identity

Reading 2: Code-Switching and Code-Meshing

Module 4: Responding to Linguistic Discrimination

Introduction to Module 4

CCSS Addressed

Opening Scenario

Readings and Assignments

Day 1

Day 2

Module 4 Activity

Note

References

Chapter 3: Study Design

Timeline, Settings, and Participants

Data Collection

Questionnaires

Pre-Questionnaire Overview

Language Variation Pre-Questionnaire (2014 Version)

Pre-Questionnaire: New Teaching Scenario Items (2015–2016 Version)

Post-Questionnaires

Online Discussion

Data Analysis

Questionnaires

Online Discussion Boards

References

Chapter 4: Teachers’ Learning about Dialects, Instruction, Power, and Privilege

Participants, Dataset, and Analysis

Overview of Preservice Teachers’ Learning

Participants’ Sociolinguistic Content Knowledge

Participants’ Pedagogical Content Knowledge

White Privilege and White Talk

Different Learning Trajectories: Austin, Octavia, Jamie, and Nile

Austin

Octavia

Jamie

Nile

Developing Critical Language Pedagogy

Note

References

Chapter 5: Racial and Regional Differences in How Preservice Teachers Respond to Critical Language P

Teachers of Color

Questionnaire Responses: Hypothetical Teaching Scenario

Discussion Board Posts

Regional Differences

Data Sources, Research Sites, and Participants

White Talk Discourse Strategies

Topic of Post: Ethnic vs. Regional Dialects

Topic of Post: Authentic vs. Literary Dialect

Preservice Teachers’ Personal and Professional Identity

Analysis of White Talk

Preservice Teachers’ Use of White Talk Discourse Strategies

Preservice Teachers’ Discussions of Ethnic and Regional Dialects

Preservice Teachers’ Discussions of Authentic and Literary Dialects

Identity Analysis

Maintenance of Linguistic Privilege

(Not) Complicating Linguistic Privilege

Mimicry as Pedagogical Tool

Mimicry as Offensive

Views on Regional Stigmatization

Regional Pride

Tensions Between Language and School

Note

References

Chapter 6: Conclusions and Recommendations

Participant Opinions on the Course

What Students Learned from the Course

Suggestions for Instructors

Implications for Research

Conclusion

References

Index