Language, Race, and Critical Conversations in a Primary-Grade Writers' Workshop

Autor/inn/en	Hartman, Paul; Machado, Emily
Titel	Language, Race, and Critical Conversations in a Primary-Grade Writers' Workshop
Quelle	In: Reading Teacher, 73 (2019) 3, S.313-323 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1845
Schlagwörter	Elementary School Students; Writing (Composition); Writing Workshops; African American Students; Black Dialects; Grade 2; Poetry; Race; Contrastive Linguistics; Phonology; Grammar; Language Usage; Language Variation; Teaching Methods; Writing Instruction + Suchen Sie Ihr Suchwort? Schreibübung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School year 02; 2. Schuljahr; Schuljahr 02; Lyrik; Poesie; Rasse; Abstammung; Linguistics; Kontrastive Linguistik; Fonologie; Grammatik; Sprachgebrauch; Sprachenvielfalt; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht
Abstract	Despite a wealth of scholarship documenting its linguistic complexity, students in the United States are rarely encouraged to speak or write in African American Language (AAL) in their primary classrooms. The authors documented how one teacher and his highly diverse second-grade class examined, explored, and experimented with AAL in an instructional unit focused on poetry. Using qualitative research methods, the authors look closely at one student-initiated conversation about language and race in which students began to notice and name elements of AAL. The authors then examine a classroom discussion focused on the contrastive elements of Dominant American English and AAL. Next, the authors showcase how students took up some of AAL's phonological and grammatical features in their own poetry writing. The authors conclude by offering suggestions for teachers who wish to support an exploration of language diversity in their own classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01