Making the Connection: Language and Academic Achievement among African American Students. Proceedings of a Conference of the Coalition on Language Diversity in Education (January 1998). Language in Education 92.

Sonst. Personen	Adger, Carolyn Temple (Hrsg.); Christian, Donna (Hrsg.); Taylor, Orlando (Hrsg.)
Institution	Center for Applied Linguistics, Washington, DC.; Delta Systems Inc., McHenry, IL.; ERIC Clearinghouse on Languages and Linguistics, Washington, DC.
Titel	Making the Connection: Language and Academic Achievement among African American Students. Proceedings of a Conference of the Coalition on Language Diversity in Education (January 1998). Language in Education 92.
Quelle	(1999), (191 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-887744-42-8
Schlagwörter	Academic Achievement; Bidialectalism; Bilingualism; Black Dialects; Black Education; Black Students; Classroom Communication; Cultural Pluralism; Educational Policy; Elementary Secondary Education; Language Role; Language Tests; Student Evaluation; Teacher Education + Suchen Sie Ihr Suchwort? Schulleistung; Bilingualismus; Klassengespräch; Kulturpluralismus; Politics of education; Bildungspolitik; Language test; Sprachtest; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung
Abstract	Papers from a conference on the role of language in the academic achievement of African Americans include: "Language Diversity and Academic Achievement in the Education of African American Students: An Overview of the Issues" (John R. Rickford); "The Language of African American Students in Classroom Discourse" (Courtney B. Cazden); "Enhancing Bidialectalism in Urban African American Students" (Kelli Harris-Wright); "Repercussions from the Oakland Ebonics Controversy: The Critical Role of Dialect Awareness Programs" (Walt Wolfram); "Considerations in Preparing Teachers for Linguistic Diversity" (John Baugh); "The Case for Ebonics as Part of Exemplary Teacher Preparation" (Terry Meier); "Language Policy and Classroom Practices" (Geneva Smitherman); "Language, Diversity, and Assessment: Ideology, Professional Practice, and the Achievement Gap" (Asa G. Hilliard, III); and "Lessons Learned from the Ebonics Controversy: Implications for Language Assessment" (Anna F. Vaughn-Cooke). The text of the testimony of Orlando L. Taylor on the subject of Ebonics is appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC