Code-Switching and Language Ideologies: Exploring Identity, Power, and Society in Dialectally Diverse Literature

Autor/inn/en	Devereaux, Michelle D.; Wheeler, Rebecca
Titel	Code-Switching and Language Ideologies: Exploring Identity, Power, and Society in Dialectally Diverse Literature
Quelle	In: English Journal, 102 (2012) 2, S.93-100 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	English Instruction; Ideology; English Teachers; Code Switching (Language); Secondary School Teachers; Standard Spoken Usage; Dialects; Literature; Teaching Methods; Contrastive Linguistics; Language Usage; Power Structure; Social Status; Social Bias; Self Concept + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; Ideologie; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Gesprochene Sprache; Umgangssprache; Dialect; Dialekt; Literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistics; Kontrastive Linguistik; Sprachgebrauch; Sozialer Status; Selbstkonzept
Abstract	Secondary English teachers are charged with helping all students to read, write, and understand English in its many forms and functions. However, students' language can be as diverse as the literature teachers bring to the classroom. Not all students come to the classroom with the skills to write standardized English; even fewer students come with the skills to read vernacular texts. But for teachers to translate each unfamiliar word or grammatical structure doesn't lead to independent, linguistically savvy readers. Instead, they would like students themselves to become more sure-footed readers of dialectally diverse literature. That's what this article offers: the "what," "how," and "why" of teaching vernacular-rich texts. The authors will show that linguistically based approaches--contrastive analysis and code-switching--can give students a handle on the unfamiliar language of dialectally diverse texts. Then, they'll explore how students can use language to interrogate issues of identity, power, prestige, and prejudice in society. (Contains 6 figures.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10