• Contents: P. Elbow, Foreword. Preface. S.J. Nero, Introduction. Part I: World Englishes, Creoles, and Education.Y. Kachru, World Englishes and Language Education. J. Siegel, Keeping Creoles and Dialects Out of the Classroom: Is It Justified? Part II: African American Vernacular English (AAVE)/Ebonics.J.R. Rickford, Linguistics, Education, and the Ebonics Firestorm. L. Delpit, What Should Teachers Do? Ebonics and Culturally Responsive Instruction. Part III: Caribbean Creole English.L. Winer, Teaching English to Caribbean English Creole-Speaking Students in the Caribbean and North America. Y. Pratt-Johnson, Teaching Jamaican Creole-Speaking Students. Part IV: Hawai'i Creole English (HCE)/Pidgin.D. Eades, S. Jacobs, E. Hargrove,T. Menacker, Pidgin, Local Identity, and Schooling in Hawai'i. Part V: Hispanized English.O. Garc¡a, K. Menken, The English of Latinos From a Plurilingual Transcultural Angle: Implications for Assessment and Schools. M.H. Kells, Tex Mex, Metalingual Discourse, and Teaching College Writing. Part VI: West African Pidgin English.C. de Kleine, West African World English Speakers in U.S. Classrooms: The Role of West African Pidgin English. Part VII: Asian Englishes.A. Govardhan, Indian Versus American Students' Writing in English. M.L.G. Tayao, A Transplant Takes Root: Philippine English and Education. S.J. Nero, Conclusion.

"This book is a must-read for educators, counselors, and principals in primary and secondary schools. Teacher colleges should consider making the book required reading."—PsycCRITIQUES"Should teachers and citizens recognize that the various dialects, Englishes, and creoles we find around us--widely felt as wrong, broken, and bad--are in fact full valid sophisticated languages? The authors agree that the answer is yes. We badly need this strong affirmation....A book like this one helps us see subtle hidden but powerful realities of language that we need to understand for all good language teaching and language policy."—Peter ElbowFrom the Foreword"At last there is a resource for educators that illuminates the range of English dialects and English-based creoles from around the world that students bring to school....The chapters pose essential questions that schools need to confront, especially those pertaining to social attitudes and power, and they suggest ways of revising programs to serve speakers of the world's Englishes more affirmatively."—Carolyn Temple AdgerCenter for Applied Linguistics

• Contents: P. Elbow, Foreword. Preface. S.J. Nero, Introduction. Part I: World Englishes, Creoles, and Education.Y. Kachru, World Englishes and Language Education. J. Siegel, Keeping Creoles and Dialects Out of the Classroom: Is It Justified? Part II: African American Vernacular English (AAVE)/Ebonics.J.R. Rickford, Linguistics, Education, and the Ebonics Firestorm. L. Delpit, What Should Teachers Do? Ebonics and Culturally Responsive Instruction. Part III: Caribbean Creole English.L. Winer, Teaching English to Caribbean English Creole-Speaking Students in the Caribbean and North America. Y. Pratt-Johnson, Teaching Jamaican Creole-Speaking Students. Part IV: Hawai'i Creole English (HCE)/Pidgin.D. Eades, S. Jacobs, E. Hargrove,T. Menacker, Pidgin, Local Identity, and Schooling in Hawai'i. Part V: Hispanized English.O. Garc¡a, K. Menken, The English of Latinos From a Plurilingual Transcultural Angle: Implications for Assessment and Schools. M.H. Kells, Tex Mex, Metalingual Discourse, and Teaching College Writing. Part VI: West African Pidgin English.C. de Kleine, West African World English Speakers in U.S. Classrooms: The Role of West African Pidgin English. Part VII: Asian Englishes.A. Govardhan, Indian Versus American Students' Writing in English. M.L.G. Tayao, A Transplant Takes Root: Philippine English and Education. S.J. Nero, Conclusion.

"This book is a must-read for educators, counselors, and principals in primary and secondary schools. Teacher colleges should consider making the book required reading."—PsycCRITIQUES"Should teachers and citizens recognize that the various dialects, Englishes, and creoles we find around us--widely felt as wrong, broken, and bad--are in fact full valid sophisticated languages? The authors agree that the answer is yes. We badly need this strong affirmation....A book like this one helps us see subtle hidden but powerful realities of language that we need to understand for all good language teaching and language policy."—Peter ElbowFrom the Foreword"At last there is a resource for educators that illuminates the range of English dialects and English-based creoles from around the world that students bring to school....The chapters pose essential questions that schools need to confront, especially those pertaining to social attitudes and power, and they suggest ways of revising programs to serve speakers of the world's Englishes more affirmatively."—Carolyn Temple AdgerCenter for Applied Linguistics

• Contents: P. Elbow, Foreword. Preface. S.J. Nero, Introduction. Part I: World Englishes, Creoles, and Education.Y. Kachru, World Englishes and Language Education. J. Siegel, Keeping Creoles and Dialects Out of the Classroom: Is It Justified? Part II: African American Vernacular English (AAVE)/Ebonics.J.R. Rickford, Linguistics, Education, and the Ebonics Firestorm. L. Delpit, What Should Teachers Do? Ebonics and Culturally Responsive Instruction. Part III: Caribbean Creole English.L. Winer, Teaching English to Caribbean English Creole-Speaking Students in the Caribbean and North America. Y. Pratt-Johnson, Teaching Jamaican Creole-Speaking Students. Part IV: Hawai'i Creole English (HCE)/Pidgin.D. Eades, S. Jacobs, E. Hargrove,T. Menacker, Pidgin, Local Identity, and Schooling in Hawai'i. Part V: Hispanized English.O. Garc¡a, K. Menken, The English of Latinos From a Plurilingual Transcultural Angle: Implications for Assessment and Schools. M.H. Kells, Tex Mex, Metalingual Discourse, and Teaching College Writing. Part VI: West African Pidgin English.C. de Kleine, West African World English Speakers in U.S. Classrooms: The Role of West African Pidgin English. Part VII: Asian Englishes.A. Govardhan, Indian Versus American Students' Writing in English. M.L.G. Tayao, A Transplant Takes Root: Philippine English and Education. S.J. Nero, Conclusion.

"This book is a must-read for educators, counselors, and principals in primary and secondary schools. Teacher colleges should consider making the book required reading."—PsycCRITIQUES"Should teachers and citizens recognize that the various dialects, Englishes, and creoles we find around us--widely felt as wrong, broken, and bad--are in fact full valid sophisticated languages? The authors agree that the answer is yes. We badly need this strong affirmation....A book like this one helps us see subtle hidden but powerful realities of language that we need to understand for all good language teaching and language policy."—Peter ElbowFrom the Foreword"At last there is a resource for educators that illuminates the range of English dialects and English-based creoles from around the world that students bring to school....The chapters pose essential questions that schools need to confront, especially those pertaining to social attitudes and power, and they suggest ways of revising programs to serve speakers of the world's Englishes more affirmatively."—Carolyn Temple AdgerCenter for Applied Linguistics