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Affirming Students' Right to their Own Language
Bridging Language Policies and Pedagogical Practices
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Book Description
A Co-publication of the National Council of Teachers of English and Routledge.
How can teachers make sound pedagogical decisions and advocate for educational policies that best serve the needs of students in today’s diverse classrooms? What is the pedagogical value of providing culturally and linguistically diverse students greater access to their own language and cultural orientations?
This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students’ Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students' learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations.
Pre-service teachers, practicing teachers, and teacher educators need both resources and knowledge, including global perspectives, about language variation in PreK-12 classrooms and hands-on strategies that enable teachers to promote students’ use of their own language in the classroom while also addressing mandated content and performance standards. This book meets that need.
Visit http://www.ncte.org for more information about NCTE books, membership, and other services.
Table of Contents
Contents
Foreword: 3/S of a Language? xi
DAVID BLOOME
Preface: Unmasking Support of Students’ Language Rights xvii
Acknowledgments xxiii
PART I SETTING THE CONTEXT
1 Cross-Currents in Language Policies and Pedagogical Practices
JERRIE COBB SCOTT DOLORES Y. STRAKER, AND LAURIE KATZ
2 Perspectives on Language Policies and Pedagogical Practices
Interview 1: Issues in Global and Local Language Policies
JOEL SPRING 18
Interview 2: An Insider’s View of African American Language
Policies and Pedagogies
GENEVA SMITHERMAN
Interview 3: The Law of Language in the United States
CRISTINA M. RODRIGUEZ
Language Learners
Interview 4: What Teachers Need to Know to Educate English
MARY CAROL COMBS
PART II EDUCATIONAL POLICIES, ATTITUDES, AND UNFULFILLED PROMISES
3 The Hidden Linguistic Legacies of Brown v. Board and No Child Left Behind
JOHN BAUGH AND AARON WELBORN 41
4 Portraits Counterportraits, and the Lives of Children:
Language, Culture, and Possibilities
RICK MEYER 54
5 Restore My Language and Treat Me Justly: Indigenous
Students’ Rights to Theft ‘fribal Languages
DOROTHY AGUILERA AND MARGARET D. LeCOMPTE 68
6 Power, Politics, and Pedagogies: Re-Imagining Students’ Right to Their Own Language Through Democratic Engagement
VALERI KINLOCH 85
7 Exploring Attitudes Toward Language Differences: Implications for Teacher Education Programs
LAURIE KATZ, JERRIE COBB SCOTT, AND XENIA HADJIOANNOU 99
8 Positionality: Using Self-Discovery to Enhance Pre-Service
Teachers’ Understanding of Language Differences
NANCY RANKlE SHELTON 117
9 Beyond the Silence: Instructional Approaches and Students’
DAVID E. KIRKLAND AND AUSTIN JACKSON 132
PART III TOWARD A PEDAGOGY OF SUCCESS IN CLASSROOMS
10 "We Have Our Own Language as Weil as the Languages We Bring’: Constructing Opportunities for Learning Through a
Language of the Classroom
BETH V. YEAGER AND JUDITH L. GREEN 153
11 "Taylor Cat is Black": Code-Switch to Add Standard English to
Students’ Linguistic Repertoires
REBECCA S. WHEELER 176
12 There’s No "1" Way to Tell a Story
LAURIE KATZ AND TEMPII CHAMPION 192
13 Culturally Responsive Read-Alouds in First Grade: Drawing Upon Children’s Languages and Cultures to Facilitate Literary
and Social Understandings
JEANE COPENHAVER-JOHNSON, JOY BOWMAN, AND ANGELA JOHNSON RIETSCHLIN 206
14 Developing Culturally Responsive Teacher Practitioners
Through Multicultural Literature
TAMARA L. JETTON, EMMA SAVAGE-DAVIS, AND MARIANNE BAKER 219
15 Educating the Whole Child: English Language Learners in a
Middle School
MARl HANEDA 232
16 New Chinese Immigrant Students’ Literacy Development:
From Heritage Language to Bilingualism
DANLING FU 247
17 High Stakes Testing and the Social Languages of Literature and Literate Achievement in Urban Classrooms
DOROTHEA ANAGNOSTOPOULOS
PART IV GLOBAL PERSPECTIVES ON LANGUAGE DIVERSITY AND LEARNING 262
18 Possibilities for Non-Standard Dialects in American
Classrooms: Lessons from a Greek Cypriot Class
XENIA HADJIOANNOU 275
19 The Writing on the Wall: Graffiti and Other Community
School Practices in Brazil
ANA CHRISTINA DASILVA IDDINGS 291
20 The Social Construction of Literacy in a Mexican Community:
Coming Soon to Your School?
PATRICK H. SMITH, LUZ A. MURILLO, AND ROBERT T. JIMENEZ 303
21 Multllingualism in Classrooms: The Paritetic School System of the Ladin Valleys in South Tyrol (Italy)
GERDA VIDESOTT 319
22 Educational Policies and Practices in Post-Apartheid South
Africa: The Case for Indigenous African Languages
NKONKO M. KAMWANGAMALU 329
23 Meaningful Early Literacy Learning Experiences: Lessons
from South Africa
CAROLE BLOCH 345
24 India’s Multilingualism: Paradigm and Paradox
ZARINA MANAWWAR HOCK 360
Afterword: Reflections on Language Policies and Pedagogical
Practices
JACQUELINE JONES ROYSTER, JERRIE COBB SCOTT,
AND DOLORES Y. STRAKER 376
Author Biographies 388
Author Index 403
Subject Index 411
Editor(s)
Biography
Jerrie Cobb Scott is Professor of Urban Literacy and Director of the Reading Center at the University of Memphis.
Dolores Y. Straker (deceased) was Dean of the Raymond Walters College at the University of Cincinnati.
Laurie Katz is Associate Professor of Early Childhood Education at The Ohio State University.
Reviews
"Overall, the authors do a commendable job of educating the reader on the complexity and importance of how valuing students’ language is critical for them to succeed in our increasingly multilingual, multicultural school environments. It provides a rich discussion of language policies up to and after the passage of the first SRTOL act in 1974, with the editors effectively "unmasking" pedagogical practices that other teachers can draw from to implement SRTOL’s goal of supporting students’ language rights."—Education Review
"The book is of great value and is an excellent means of bringing attention to and promoting the principles of the SRTOL resolution…Critical language education scholars who work in the areas of teacher and graduate education will find this book very useful, with some chapters appropriate for use in their own classrooms, and others appropriate for informing their own research and advocacy efforts."—Teachers College Record