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.
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- Partial requirement for: M.A., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 40-44)Note typebibliography
- Field of study: English