Cover
Half Title
Title Page
Copyright Page
Dedication
Table of contents
Contributors
Foreword
Acknowledgments
Introduction: Teaching Language Variation and Ideologies—Questions and Strategies
What Do We Mean by Language Variation and Language Ideologies?
Key Themes for the Secondary Classroom
Language Changes over Time and across Populations
All Language Varieties Show Evidence of Systematic Structure
Language Use Is Complicated by Power, Society, and Identity
All Varieties of English Can Be Tools to Use Purposefully and with Awareness
Important Issues to Negotiate
Authority
Canon
Purpose
Practicality
Conclusion
Further Reading
Books
Edited Collections
Journals
Professional Organizations
References
How to Use This Book
Chapter Summaries
Part 1: Teachers’ Perspectives
Part 2: Linguists’ Perspectives
Part 3: Collaborations between Teachers and Linguists
Topics
Lesson Plans and eResources
Part 1 Teachers’ Perspectives
Chapter 1 “Word Crimes” and Linguistic Ideology: Examining Student Ideas about Language in the English Language ...
Lesson Plan: “Word Crimes”—Examining Linguistic Prescriptivism and Attitudes about Language
Recommended Grade Level(s)
Context
Objectives
Common Core Standards
CCSS.ELA-Literacy.SL.9–10.1
CCSS.ELA-Literacy.SL.9–10.1c
CCSS.ELA-Literacy.SL.11–12.1
CCSS.ELA-Literacy.SL.11–12.3
Procedures
Step 1: Activator (15 Minutes)
Step 2: Text Analysis (15 Minutes)
Step 3: Reflection (15 Minutes)
Step 4: Exit Ticket (5 Minutes)
Extension Activities
References
Chapter 2 Prescriptive and Descriptive Lenses: How a Teacher Worked with Local Linguists to Develop a Language ...
Going Back to University
Teaching Descriptivism and Prescriptivism
Knowing the Rules, to Break Them
What I Learned
Lesson Plan: Identifying Prescriptivism and Descriptivism
Recommended Grade Level(s)
Context
Objectives
Common Core Standards
CCSS.ELA-Literacy.L.9–10.1
CCSS.ELA-Literacy.L.9–10.3
Procedures
Step 1: Warm-Up (5 Minutes)
Step 2: Analysis of Song “Word Crimes” (25 Minutes)
Step 3: Full-Class Discussion (15 Minutes)
Step 4: Closing (5 Minutes)
References
Chapter 3 Profiling, Prejudice, and Prestige: Language Ideologies across Contexts
Reflecting on My Teaching Practices
A Revised Curriculum
Language Variation, Language Ideologies, and Teacher Training
Conclusion
Lesson Plan: Even Presidents Code-Switch: Exploring Language Variation
Recommended Grade Level(s)
Context
Objectives
Common Core Standards
CCSS.ELA-Literacy.RL.9–10.2
CCSS.ELA-Literacy.L.9–10.6
Procedures
Step 1: Complete Survey and Discuss Responses (5 Minutes)
Step 2: Read “When Presidents Say ‘Y’all’.” (10 Minutes)
Step 3: Videos of President Obama in Various Contexts (10 Minutes)
Step 4: Define Terms (10 Minutes)
Step 5: “3 Ways to Speak English” (15 Minutes)
References
Chapter 4 “Working With” Instead of “Pushing Against”: Meeting Testing Standards while Teaching Language Ideologies
Lesson Plan: Is it Ever Alright to Say It? The N-Word in Context
Recommended Grade Level(s)
Context
Objectives
Common Core Standards
CCSS.ELA-Literacy.L.11–12.3
CCSS.ELA-Literacy.RL.11–12.4
CCSS.ELA-Literacy.SL.11–12.1A
CCSS.ELA-Literacy.W.11–12.1.A
Procedures
Step 1: Philosophical Chairs, Part 1 (7–10 Minutes)
Step 2: Boys and Girls (3–5 Minutes)
Step 3: Read “In Defense of a Loaded Word” (10–12 Minutes)
Step 4: Philosophical Chairs, Part 2 (20–22 Minutes)
Step 5: Claim Writing/Exit Ticket (3 Minutes)
References
Chapter 5 “Mr. D, Is This, Like, a Real Word?”: Stories of a Linguist in a High School English Classroom
Lesson Plan: Daisy and Jordan Snapchatting on the Couch: Updating the Language of The Great Gatsby
Recommended Grade Level(s)
Context
Objectives
Common Core Standards
CCSS.ELA-Literacy.W.11–12.3.D
CCSS.ELA-Literacy.L.11–12.1.A
CCSS.ELA-Literacy.L.11–12.5
CCSS.ELA-Literacy.RL.11–12.5
Procedures
Step 1: Warm-up (5–10 Minutes)
Step 2: Scene Selection (10 Minutes)
Step 3: Scene Adaptation (30 Minutes)
Step 4 (Optional): Sharing (15 Minutes)
References
Chapter 6 Linguistics in an English Language Arts Class: Elevating Language Awareness
Lesson Plan: Morphology—Application in Literature
Recommended Grade Level(s)
Context
Objectives
Common Core Standards
CCSS.ELA-Literacy.L.9–10.4
Procedures
Step 1: Think Aloud (10 Minutes)
Step 2: Silent Reading (10 Minutes)
Step 3: Sharing Words (5 Minutes)
Step 4: Practicing Word Parts, Whole Class (20 Minutes)
Step 5: Practicing Word Parts, Individually (10 Minutes)
References
Chapter 7 Using Music to Bridge Language Diversity
Introduction
The Tournament of Songs
Objectives and Background
Tournament Procedure
Outcomes
Lesson Plan: The Tournament of Songs—Match 1
Recommended Grade Level(s)
Context
Objectives
Common Core Standards
CCSS.ELA-Literacy.L.9–10.3
CCSS.ELA-Literacy.RL.9–10.4
CCSS.ELA-Literacy.W.9–10.1
CCSS.ELA-Literacy.L.9–10.2
Procedures
Step 1: Introduce the Tournament (2 Minutes)
Step 2: Distribute and Explain Materials (5 Minutes)
Step 3: The First Listen (10 Minutes)
Step 4: Complete the Analysis Protocol (10 Minutes)
Step 5: Discussion: Preparing to Vote (5–10 Minutes)
Step 6: Voting (5–10 Minutes)
Follow-up (The Following Day)
Chapter 8 Power, Society, and Identity: Language and Life in a Ninth-Grade English Classroom
Me? Teach Language Ideologies?
Language Ideologies and Romeo and Juliet
Conclusion: More Linguistics in Teacher Training, Please!
Lesson Plan: Party Perspective1
Recommended Grade Level(s)
Context
Objectives
Common Core Standards
CCSS.ELA-Literacy.RL.9–10.3
CCSS.ELA-Literacy.W.9–10.9
Procedures
Step 1: Preparation (15 Minutes)
Step 2: Application (20 Minutes)
Step 3: Review (15 Minutes)
References
Chapter 9 Language Awareness in Education: A Linguist’s Response to Teachers
Introduction
Issues and Applications: Commonality and Diversity
The Engaged Practitioner
The Challenge
References
Part 2 Linguists’ Perspectives
Chapter 10 Principles to Navigate the Challenges of Teaching English Language Variation: A Guide for Nonlinguists
Principle 1: Adopt Description over Prescription
Principle 2: Take a Repertoire Approach
Principle 3: Embrace an Inquiry Stance toward Language
Principle 4: Talk Explicitly about Language, Identity, Power, and Prejudice
Principle 5: Teach Students to Hear Language Differently
Conclusion
References
Chapter 11 Teaching Linguistic Diversity as the Rule Rather than the Exception
Introduction
Discovering Grammar
Exploring Language Variation and Language Attitudes
Analyzing Prescriptive Rules
Language Ideologies and Discrimination
Grammar in the Wild
Conclusion
References
Chapter 12 DARE(ing) Language Ideologies: Exploring Linguistic Diversity through Audio Data and Literature in Secondary ...
Acknowledgments
References
Chapter 13 Bringing Critical Language Pedagogy to the Middle School Social Studies Classroom: Lessons for Standard ...
Introduction
Educational Setting
Design
Teaching the Unit
Lesson 1
Lesson 2
Lesson 3
Conclusion
References
Chapter 14 Grammar in the Spanish/English Bilingual Classroom: Three Methods for Teaching Academic Language
Introduction
Method 1: Linguistic Inquiry
Method 2: Contrastive Analysis
Method 3: Switching from One Variety to Another
Concluding Remarks
References
Chapter 15 Attitude Change Is Not Enough: Changing Teacher Practice to Disrupt Dialect Prejudice in the Classroom
Changing Attitudes: Enhancing Dialect and Critical Language Awareness
General Knowledge about Dialect Diversity: A Good Beginning
But Attitude Change and General Dialect Knowledge Are Not Enough
Five Steps to Dismantle Dialect Prejudice in the Writing Classroom
1. Challenge Assumptions: Grammar Difference May Signal Dialect Pattern
2. Getting Organized: Mechanics Error Is Not Dialect Pattern
3. Become Familiar with Common Grammar Patterns in Students’ Community Dialects
4. Analyze Students’ Writing for Vernacular Grammar Patterns
5. Emphasize Code-Switching: A Linguistically Informed Response
Attitude Change Is Not Enough: Triage Now!
Acknowledgments
References
Chapter 16 Extending the Conversation: Two Teachers’ Response to Linguists
Context
Common Concerns and Solutions among Linguists
Our Work
Teaira: Preparing Teachers
The Missing A
I Can Go to the Bafroom?
Linguists’ Strategies for Challenging Standard English Ideology
Suzi: Teaching Linguistics
Moving Forward Together: Linguists and Teachers
References
Part 3 Collaborations between Teachers and Linguists
Chapter 17 Using Digital Resources to Teach Language Variation in the Midwest
Lesson Plan: Exploring Regional Dialects
Recommended Grade Level(s)
Context
Objectives
Common Core and WPA Standards
CCSS.ELA-Literacy.SL.11–12.1
CCSS.ELA-Literacy.SL.11–12.1.C
CCSS.ELA-Literacy.L.11–12.3
WPA-Rhetorical Knowledge-5
WPA-Critical Thinking, Reading, and Composing-1
WPA-Processes-3
WPA-Knowledge of Conventions-1
Procedures
Step 1: Anticipatory Activity (5 Minutes)
Step 2: New York Times Dialect Quiz (10–15 Minutes; Can Be Assigned as Pre-Class Homework)
Step 3: Small Group Discussion (10 Minutes)
Step 4: Explore IDEA (5 Minutes; 10 If New York Times Quiz Was Assigned as Homework)
Step 5: Group Work/Jigsaw (20 Minutes)
References
Chapter 18 How Power Reveals and Directs Teacher Language Ideologies with High-Achieving African American Students ...
Introduction
High Achievement among African American Students
Power in the Classroom
Intersection of Power and Language Ideologies
Language Ideologies, Power, and Lesson Planning
Conclusion
Lesson Plan: The Language of Testing
Recommended Grade Level(s)
Context
Objectives
Common Core Standards
CCSS.ELA-Literacy.L.9–10.3
CCSS.ELA-Literacy.SL.9–10.1
Procedures
Step 1: Warm-up (10 Minutes)
Step 2: Pair and Share (2 Minutes)
Step 3: Identifying Language Diversity (10 Minutes)
Option 1: Gallery Wall and Walk
Step 1: Gallery Wall
Step 2: Gallery Walk
Option 2: Think. Link. Sync.
Step 4: Discussion (15 Minutes)
Step 5: Closer, Exit Ticket (5 Minutes)
References
Chapter 19 Sustained Linguistic Inquiry as a Means of Confronting Language Ideology and Prejudice
Consider the Syllable
Pig Latin
The Universal Structure of Syllables
Languages of the Pacific Northwest and Reduplication
Syllables under Stress
The Benefits of Such Investigations
Lesson Plan: Parsimonious Pig Latin
Recommended Grade Level(s)
Context
Objectives
Common Core Standards
CCSS.ELA-Literacy.RF.K.2
CCSS.ELA-Literacy.RF.4.3.A
CCSS.ELA-Literacy.RF.5.3.A
Procedures
Step 1: Data Analysis, Part 1 (10 Minutes)
Step 2: Data Analysis, Part 2 (10 Minutes)
Teacher Notes
Step 3: Data Analysis, Part 3 (10 Minutes)
Teacher Notes
Step 4: Hypothesis (10 Minutes)
Teacher Notes
References
Chapter 20 “Standard” English, “Classic” Literature: Examining Canonical and Linguistic Ideologies in Huck Finn
The Researcher: Jeanne
The Teacher: Cameron
Participatory Action Research
Lesson Overview
Planning
Implementation
Using CRT to Problematize Canonical Literature
Using CRT to Problematize Language
Reflections
Critical Race Theory
Problematizing the Reverence of Huck Finn
Language and CRT
Cameron’s Self-Reflections
Looking Ahead: Forging Connections between CRT, Huck Finn, and Language
Significance
References
Index