Description
Due to the limits of Arizona's secondary education system, English teachers often have to teach Standard English without regard for students' dialects and home languages. This can contribute to a lack of academic success for students who speak nonstandard and stigmatized language varieties. During the discussions that appear in this thesis, I examine pedagogical practices, particularly bidialectalism, that can be used to better teach these students. While these practices can apply to students of all languages and dialects, I focus on their effects on speakers of African American Vernacular English (AAVE). I also present some ways that educators can be better prepared to teach such students. I conclude with some practical applications, lessons, and activities that teachers in similar contexts can use and modify.
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Details
Title
- Tell it right: bidialectal practices in the secondary English classroom
Contributors
- Gersten, Olivia (Author)
- Adams, Karen (Thesis advisor)
- Prior, Matthew (Thesis advisor)
- Early, Jessica (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2014
Subjects
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: M.A., Arizona State University, 2014
- bibliographyIncludes bibliographical references (p. 40-44)
- Field of study: English
Citation and reuse
Statement of Responsibility
by Olivia Gersten