Full metadata
Title
Tell it right: bidialectal practices in the secondary English classroom
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.
Date Created
2014
Contributors
- Gersten, Olivia (Author)
- Adams, Karen (Thesis advisor)
- Prior, Matthew (Thesis advisor)
- Early, Jessica (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
v, 56 p
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.27542
Statement of Responsibility
by Olivia Gersten
Description Source
Retrieved on May 12, 2015
Level of coding
full
Note
Partial requirement for: M.A., Arizona State University, 2014
Note type
thesis
Includes bibliographical references (p. 40-44)
Note type
bibliography
Field of study: English
System Created
- 2015-02-01 07:10:22
System Modified
- 2021-08-30 01:30:51
- 2 years 7 months ago
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