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In today’s culturally diverse classrooms, students possess and use many culturally, ethnically, and regionally diverse English language varieties that may differ from standardized English. This book helps classroom teachers become attuned to these differences and offers practical strategies to support student achievement while fostering positive language attitudes in classrooms and beyond. The text contrasts standardized varieties of English with Southern, Appalachian, and African American English varieties, focusing on issues that are of everyday concern to those who are assessing the linguistic competence of students. Featuring a narrative style with teaching strategies and discussion questions, this practical resource: Provides a clear, introductory explanation of what is meant by non-standard English, from both linguistic and educational viewpoints. Emphasizes what educators needs to know about language variation in and outside of the classroom. Addresses the social factors accompanying English language variation and how those factors interact in real classrooms. “A landmark book. . . . It guides linguists and educators as we all work to apply our knowledge on behalf of those for whom it matters most: students.” —From the Afterword by Walt Wolfram, North Carolina State University “In the ongoing debate about language we typically hear arguments about what students say and/or how they say it. Finally, a volume that takes on the ‘elephant in the parlor’—WHO is saying it. By laying bare the complicated issues of race, culture, region, and ethnicity, Charity Hudley and Mallinson provide a scholarly significant and practically relevant text for scholars and practitioners alike. This is bound to be an important contribution to the literature.” —Gloria Ladson-Billings, University of Wisconsin–Madison “An invaluable guide for teachers, graduate students, and all lovers of language. The authors provide a comprehensive and fascinating account of Southern and African American English, showing how it differs from standardized English, how those differences affect children in the classroom, and how teachers can use these insights to better serve their students.” —Deborah Tannen, University Professor and professor of linguistics, Georgetown University

Bringing together the varied and multifaceted expertise of teachers and linguists in one accessible volume, this book presents practical tools, grounded in cutting-edge research, for teaching about language and language diversity in the ELA classroom. By demonstrating practical ways teachers can implement research-driven linguistic concepts in their own teaching environment, each chapter offers real-world lessons as well as clear methods for instructing students on the diversity of language. Written for pre-service and in-service teachers, this book includes easy-to-use lesson plans, pedagogical strategies and activities, as well as a wealth of resources carefully designed to optimize student comprehension of language variation.
Teaching English Language Variation in the Global Classroom offers researchers and teachers methods for instructing students on the diversity of the English language on a global scale. A complement to Devereaux and Palmer’s Teaching Language Variation in the Classroom, this collection provides real-world, classroom-tested strategies for teaching English language variation in a variety of contexts and countries, and with a variety of language learners. Each chapter balances theory with discussions of curriculum and lesson planning to address how to effectively teach in global classrooms with approaches based on English language variation. With lessons and examples from five continents, the volume covers recent debates on many pedagogical topics, including standardization, stereotyping, code-switching, translanguaging, translation, identity, ideology, empathy, and post-colonial and critical theoretical approaches. The array of pedagogical strategies, accessible linguistic research, clear methods, and resources provided makes it an essential volume for pre-service and in-service teachers, graduate students, and scholars in courses on TESOL, EFL, World/Global Englishes, English as a Medium of Instruction, and Applied Linguistics.
This volume explores the linguistic complexities and critical issues of the Midland dialect area of the USA, and contains a unique data-based set of investigations of the Midlands dialect. The authors demonstrate that the large central part of the United States known colloquially as the Heartland, geo-culturally as the Midwest, and linguistically as the Midland is a very real dialect area, one with regional cohesiveness, social complexity, and psycho-emotional impact. The individual essays problematize historical origins, track linguistic markers of social identity over time and across social spaces, frame dialect issues within the linguistic marketplace, account for extra-linguistic influences on changing patterns of linguistic behaviors, and describe maintenance strategies of non-English languages. This book is an important move forward in the understanding of American English. Sociolinguists, dialectologists, applied linguists, and all those involved in the statistical and qualitative study of language variation will find this volume relevant, timely, and insightful.
This collection of eleven essays traces the complex paths of change taken by the English language in its long history, from its Indo-European origins to the present day. Just like any other language, English is a complex system made up of several interconnected sub-systems – lexical, syntactical, phonological, morphological – and all of those sub-systems are subject to change, resulting in constant shifts and readjustments. Additionally, more than some other languages, English has a history marked by strong upheavals, particularly with the influence of Scandinavian and Romance languages in the Middle Ages. The contributions here consider all aspects of that complex history, with four of them taking a particular interest in the issues brought about by language contact with French and Latin.
The two volumes of Englishes around the World present high-quality original research papers written in honour of Manfred Görlach, founder and editor of the journal English World-Wide and the book series Varieties of English Around the World. The papers thematically focus on the field that Manfred Görlach has helped to build and shape. Volume 1 contains articles on general topics and studies of what might be termed “Old” Englishes, varieties of English that have been rooted in their respective regions for a long time and have been traditional focal points of scholarly study. The first section contains eight general and comparative papers (dealing with terminological matters or definitions of core concepts, historical issues, structural comparisons across a wide range of varieties); the second one has nine papers on dialects of English as used in the British Isles (covering England, Scotland, Ulster and Ireland); and finally, there are four contributions on North American varieties of English (including Southern English, African American Vernacular English, Newfoundland Vernacular English, and American English in a historical perspective). The thematic scope comprises the levels of lexis, phonology, morphology, syntax, pragmatics, and orthography, as well as sociohistorical issues, the question of the evolution and transmission of dialects, various sources of evidence including literary dialect.
We Do Language builds on the authors’ highly acclaimed first collaboration, Understanding English Language Variation in U.S. Schools, and examines the need to integrate linguistically informed teaching into the secondary English classroom. The book meets three critical goals for preparing English educators to ensure the academic success of their students. First, the book helps educators acquire a greater knowledge of language variation so they may teach their students to analyze the social, cultural, and linguistic dimensions of the texts they read in class. Second, the chapters provide specific information about language varieties that students bring with them to school so that educators can better assist students in developing the literacy skills necessary for the Common Core State Standards. Third, the text empowers educators to build their linguistic awareness so they may more fully understand, respect, and meet the needs of culturally and linguistically diverse students. We Do Language features concrete strategies, models, and vignettes, as well as classroom materials developed by English educators for English educators. It is essential reading for anyone interested in learning about the role that language plays in the experiences of students, both in secondary and postsecondary environments. “Full of advice and support for walking hand-in-hand with students into imaginative ways of understanding the realities of language variation, this book is pure joy for teachers and college counselors. Even more important is the guarantee that when these educators embrace the humanity and philosophy so touchingly illustrated by the authors, the intrigue of thinking deeply about speaking, writing, and reading is sure to follow for students.” —Shirley Brice Heath, Margery Bailey Professor of English & Dramatic Literature and Professor of Linguistics, Emerita, Stanford University “We Do Language is an enabling tool for helping teachers and those who prepare them to face—perhaps better than we ever have—the challenge of schooling in the English/language arts for the 21st century.” —From the Foreword by Jacqueline Jones Royster, Ivan Allen Chair in Liberal Arts and Technology and Dean, Ivan Allen College of Liberal Arts, Georgia Institute of Technology “Long overdue and much needed. African American English is here to stay, and this book affirms and supports educators and African American students, their language, and their culture. I can't thank the authors enough for writing this powerful, thought provoking, and critical analysis of language variation.” —Donna Ford, Harvie Branscomb Distinguished Professor of Special Education and Teaching and Learning, Peabody College of Education, Vanderbilt University Anne H. Charity Hudley is associate professor of education, English, linguistics, and Africana studies at the College of William & Mary in Williamsburg, Virginia. Christine Mallinson is associate professor in the Language, Literacy, and Culture Program and affiliate associate professor in the Gender and Women’s Studies Program at the University of Maryland-Baltimore County (UMBC).
This anthology emphasizes dialects of American English and language variation in America. The editors present original essays by today's leading investigators, including articles by some of Europe's best dialectologists, obtained expressly for this work.Important topics featured in Dialect and Language Variation include:**Dialect theories: linguistic geography, structural and generative dialectology, and language variation.**The nature of social dialects and language variation, with attention to women's speech.**Overview of regional dialects and area studies.**The nature and study of the relationship between ethnicity and dialects, including Black, Italian, Irish, Chicano, and Jewish ethnic groups.**The application of dialect studies to education.**Of special interest to dialectologists, sociolinguists, and English language educators and specialists, this work provides original insight into**a general background and history of dialect theory**an overview of regional geography and area studies**the principles of social dialects and language variation from several perspectives**an exploration of the relationship between ethnicity and dialects o explanations of the relationship between historical and language change**a section on how dialects and language variation can contribute to effective language instruction.
This important contribution to the sociolinguistics of Asian languages breaks new ground in the study of language standards and standardization in two key ways: in its focus on Asia, with particular attention paid to China and its neighbours, and in the attention paid to multilingual contexts. The chapters address various kinds of (sometimes hidden) multilingualism and examine the interactions between multilingualism and language standardization, offering a corrective to earlier work on standardization, which has tended to assume a monolingual nation state and monolingual individuals. Taken together, the chapters in this book thus add to our understanding of the ways in which multilingualism is implicated in language standardization, as well as the impact of language standards on multilingualism. The introduction, Chapter 6 and Chapter 8 are free to download as open access publications. You can access them here: Introduction: https://zenodo.org/record/5749388#.YaiwuNDP3cs Chapter 6: https://zenodo.org/record/5749522#.Yaiw-9DP3cs Chapter 8: https://zenodo.org/record/5749586#.Yai0RNDP3cs
Provides a comprehensive overview of how variation in English world-wide is structured and the factors that motivate this structure.