There's Levels to This: Code-Meshing in a Community College Classroom

Autor/in	Gallagher, Jamey
Titel	There's Levels to This: Code-Meshing in a Community College Classroom
Quelle	In: Journal of College Reading and Learning, 50 (2020) 1, S.19-32 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2019.1693938
Schlagwörter	Code Switching (Language); Community Colleges; Writing Instruction; Writing Teachers; Teaching Methods; Two Year College Students; Language Usage; Writing Assignments; Language Attitudes; Social Bias; Language Variation; Second Language Learning; Black Dialects; African American Students; English Instruction; Metalinguistics + Suchen Sie Ihr Suchwort? Community college; Community College; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Sprachverhalten; Sprachenvielfalt; Zweitsprachenerwerb; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; English langauage lessons; Englischunterricht; Metalanguage; Metasprache
Abstract	This article argues that writing teachers should allow, and even encourage, students to code-mesh in community college classrooms. By looking at and analyzing code-meshed writing produced by three students in an English 101 class, the author argues that code-meshing provides students with both a craft-wise approach to writing and a way to address issues of language discrimination in a politically meaningful way. Often, articles on code-meshing seem to focus either on theoretical ideas or on the work of "advanced" students; this article provides a rare look at student work done in a community college that takes advantage of this approach to language. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01