Teacher Training and Urban Language Problems. Prepublication Version.

Autor/in	Shuy, Roger W.
Titel	Teacher Training and Urban Language Problems. Prepublication Version.
Quelle	(1969), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Applied Linguistics; Cultural Differences; Disadvantaged Youth; Elementary School Teachers; Inservice Teacher Education; Language Arts; Nonstandard Dialects; Preservice Teacher Education; Sociolinguistics; Teacher Attitudes; Teacher Education Curriculum; Teacher Improvement; TENL; Urban Education; Urban Language + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Kultureller Unterschied; Benachteiligter Jugendlicher; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Sprachkultur; Lehramtsstudiengang; Lehrerausbildung; Soziolinguistik; Lehrerverhalten; Stadtteilbezogenes Lernen
Abstract	A recent study of 30 urban teachers showed that they were not only unable to give a precise description of their students' speech, but had no idea of how to go about making a description. Their ideas on vocabulary, grammar, and pronunciation were formed by popular folk-lore rather than linguistic knowledge. Current teacher training programs are inadequate and weak in this area. To begin with, the preparation of language arts teachers must be overhauled to put language at the center of the program. Teachers need to know how to deal with the child's language, how to listen and respond to it, how to diagnose what is needed, how to best teach alternate linguistic systems, and how to treat it as a positive and healthy entity. This ability can best be achieved through such pre-service college courses as: (1) "The Nature of Language," (language attitudes, stereotypes, phonetics, grammar, the systematic nature of language); (2) "Language Variation," (geographic and social dialects); (3) "Fieldwork in Child Language," (experience in recording and analyzing language data from at least one child-subject); and (4) "Teaching Standard English to the Disadvantaged Child," (definition of the problem and implementation of solutions). Currently employed teachers would take the same courses in two-summer, full-time institutes to allow sufficient maturation time for new ideas. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01