We Do Language

English Language Variation in the Secondary English Classroom

Inbunden, Engelska, 2013

AvAnne H. Charity Hudley,Christine Mallinson

999 kr

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This book builds on the authors’ highly acclaimed first collaboration, Understanding English Language Variation in US Schools, and examines the need to integrate linguistically informed teaching into the secondary English classroom. It includes specific information about the language varieties students bring with them to school so that educators can better assist students in developing the literacy skills necessary for the Common Core State Standards. This resource features concrete strategies, models, and vignettes, as well as classroom materials developed by English educators for English educators.

Produktinformation

Utgivningsdatum2013-12-13
Mått157 x 228 x 15 mm
Vikt374 g
FormatInbunden
SpråkEngelska
Antal sidor176
FörlagTeachers' College Press
MedarbetareRoyster,JacquelineJones
ISBN9780807754993

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Anne H. Charity Hudley is associate professor of education, English, linguistics, and Africana studies at the College of William & Mary in Williamsburg, Virginia. Christine Mallinson is associate professor in the Language, Literacy, and Culture Program and affiliate associate professor in the Gender and Women’s Studies Program at the University of Maryland-Baltimore County (UMBC). (For professional development and workshops visit: http://charityhudleymallinson.com/professionaldevelopment/.

“Building on 50 years of linguistic and sociolinguistic research into the systematic nature of English varieties, Charity Hudley and Mallinson further the important next step of exploring how these linguistic differences play out in classrooms and schools with academic and social consequences for students. As the work of constructing culturally and linguistically sustaining classrooms continues, teachers will need additional detail for how to build a linguistically informed approach into specific instructional units. This text will support teacher educators, teacher leaders and teachers themselves in advancing that work.”—Pedagogies: An International Journal

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