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

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