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Ethnolinguistic Diversity and Education

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AAVE
AAVE Speaker
academic language development
African American Test Takers
attitudes
Bilingual Education
Biliteracy Practices
Category=CFB
Category=CFDM
Category=DS
Category=JNF
Category=JNU
Common Language
Complex Sociolinguistic Reality
creole language education
critical
dialect variation
Emergent Bilinguals
english
English Language Learners
eq_bestseller
eq_biography-true-stories
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Ethnolinguistic Varieties
heritage
Heritage Language
Heritage Language Learners
Heritage Language Learning
Heritage Language Schools
Hybrid Language Practices
ideologies
language
Language Diversity
Language Ideologies
Language Shift
Languaging Practices
Latino Schoolchildren
learners
LEP Student
literacy
Literacy Practices
minority student achievement
pedagogies
practices
sociolinguistic approaches to schooling
sociolinguistic research
Transitional Bilingual Education
vernacular English
Vice Versa
Young Man

Product details

  • ISBN 9780415802796
  • Weight: 404g
  • Dimensions: 152 x 229mm
  • Publication Date: 25 Nov 2009
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

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.
About

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.