Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists

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.

Table of Contents:
Dedication Acknowledgements Foreword Anne Curzan, University of Michigan, Ann Arbor, Michigan Introduction Teaching Language Variation and Ideologies: Questions and Strategies How to Use This Book Michelle D. Devereaux and Chris C. Palmer, Kennesaw State University, Georgia Part One: Teachers’ Perspectives "Word Crimes" and Linguistic Ideology: Examining Student Ideas About Language in the English Language Arts Classroom Amy L. Plackowski, Hudson High School, Massachusetts Prescriptive and Descriptive Lenses: How a Teacher Worked with Local Linguists to Develop a Language Ideologies Unit Andrew Bergdahl, New Hampton School, New Hampshire Profiling, Prejudice, and Prestige: Language Ideologies Across Contexts Stacy Ishigaki Arevalo, Eastside College Preparatory School, California "Working With" Instead of "Pushing Against": Meeting Testing Standards While Teaching Language Ideologies Mike Williams, Joseph Wheeler High School, Georgia, and Dundalk High School, Maryland "Mr. D, is this, like, a real word?": Stories of a Linguist in a High School English Classroom John A. Damaso, Brophy College Preparatory, Arizona Linguistics in an English Language Arts Class: Elevating Language Awareness Beth Keyser, Superior High School, Montana Using Music to Bridge Language Diversity Jillian Ratti, McMinn County High School, Tennessee Power, Society, and Identity: Language and Life in a Ninth-Grade English Classroom Holly Hoover, Kennesaw Mountain High School, Georgia Language Awareness in Education: A Linguist’s Response to Teachers Walt Wolfram, NC State, North Carolina Part Two: Linguists’ Perspectives Principles to Navigate the Challenges of Teaching English Language Variation: A Guide for Non-Linguists Mike Metz, University of Missouri, Missouri Teaching Linguistic Diversity as the Rule Rather Than the Exception Anne Lobeck, Western Washington University, Washington DARE(ing) Language Ideologies: Exploring Linguistic Diversity Through Audio Data and Literature in Secondary Language Arts Courses Kelly D. Abrams, University of Wisconsin-Madison, Wisconsin Trini Stickle, Western Kentucky University, Kentucky Bringing Critical Language Pedagogy to the Middle School Social Studies Classroom: Lessons for Standard English Learners Jessica Hatcher and Jeffrey Reaser, NC State, North Carolina Grammar in the Spanish/English Bilingual Classroom: Three Methods for Teaching Academic Language Mary Hudgens Henderson, Winona State University, Minnesota Attitude Change is Not Enough: Changing Teacher Practice to Disrupt Dialect Prejudice in the Classroom Rebecca Wheeler, Christopher Newport University, Virginia Extending the Conversation: Two Teachers’ Response to Linguists Suzanne Loosen and Teaira McMurtry, Milwaukee Public Schools, Wisconsin Part Three: Collaborations Between Teachers and Linguists Using Digital Resources to Teach Language Variation in the Midwest Amanda Sladek, University of Nebraska-Kearney, Nebraska Mattie Lane, West High School, Iowa How Power Reveals and Directs Teacher Language Ideologies with High-Achieving African American Students in a Secondary English Classroom Tanji Reed Marshall, Virginia Polytechnic Institute and State University, VirginiaChrystal Seawood, Washington Leadership Academy, Washington D.C. Sustained Linguistic Inquiry as a Means of Confronting Language Ideology and Prejudice Kristin Denham, Western Washington University, Washington David Pippin, Friday Harbor Elementary School, Washington "Standard" English, "Classic" Literature: Examining Canonical and Linguistic Ideologies in Huck Finn Jeanne Dyches, Iowa State University, IowaCameron Gale, West Des Moines Community Schools, Iowa Index