Cajun, Creole, and African American Literacy Narratives

Autor/in	Greene, Nicole Pepinster
Titel	Cajun, Creole, and African American Literacy Narratives
Quelle	In: Multicultural Perspectives, 7 (2005) 4, S.39-45 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
Schlagwörter	Education Majors; African American Students; Creoles; Elementary Education; Traditional Grammar; Student Diversity; Literacy; Language Skill Attrition; Cultural Background; Discourse Analysis; Personal Narratives; Self Concept; Cultural Awareness; Cultural Pluralism; Louisiana + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Kreole; Elementarunterricht; Traditionelle Grammatik; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachverfall; Diskursanalyse; Erlebniserzählung; Selbstkonzept; Cultural identity; Kulturelle Identität; Kulturpluralismus
Abstract	This article examines students' narrative responses to reading professional literacy histories. Demonstrating the importance of narrative as a way of learning, it shows how elementary education majors of diverse backgrounds explore their relation with language in a traditional grammar class. Cajun, Creole, and African American students recover their literacy histories and articulate the relation between the loss of language and the loss of culture and heritage. Drawing on the parallels between their discourse histories and the discourse histories of other cultures, these narratives also suggest that the students are now able to establish their linguistic identity and develop a greater sensitivity to the situations of their own students in the multicultural classrooms of southwest Louisiana. (Contains 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10