Critical Language Pedagogy in an Urban High School English Class

Autor/inn/en	Godley, Amanda J.; Minnici, Angela
Titel	Critical Language Pedagogy in an Urban High School English Class
Quelle	In: Urban Education, 43 (2008) 3, S.319-346 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085907311801
Schlagwörter	Ideology; Language Variation; Literacy; Critical Theory; Teaching Methods; Black Dialects; African Americans; English Instruction; Literacy Education; Units of Study; Grade 10; Questionnaires; Interviews; Code Switching (Language); Urban Schools + Suchen Sie Ihr Suchwort? Ideologie; Sprachenvielfalt; Alphabetisierung; Schreib- und Lesefähigkeit; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Afroamerikaner; English langauage lessons; Englischunterricht; Lerneinheit; Fragebogen; Interviewing; Interviewtechnik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The purpose of this study was to examine how classroom conversations about diverse dialects of English can provide a useful foundation for critical language and literacy instruction for students who speak African American Vernacular English (AAVE) and other stigmatized dialects. This article describes a weeklong unit on language variety that implemented what we call "critical language pedagogy" in three predominantly African American, 10th-grade English classes. Analyses of class discussions, interviews, and pre- and post-questionnaires demonstrate that the unit helped students critique dominant language ideologies, become more conscious of their own code-switching, and view dialect variation as natural and desirable. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10