Teaching Language Variation in the Classroom

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

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Language Ideology;Iggy Azalea;Michelle D. Devereaux;Consonant Vowel Consonant Structure;Chris C. Palmer;ELA;English language arts;American Sign Language;language variation;African American English;language ideologies;ELA Teacher;ELA classrooms;Final Thesis Project;dialects;African American Vernacular English;language teaching;Vice Versa;teaching grammar;Language Awareness;English language learning;Eye Dialect;language pedagogies;ELA Classroom;Standard Language Ideology;bilingual students;Grammar Patterns;standard English;Pig Latin;Dialect Prejudice;Secondary English Classrooms;Modern Family;Dominant Language Ideology;Language Discovery;Grammar Features;SAE;CCCC;Apply Grade Level Phonics