Teachers' Development of a Socially-Stigmatized Dialect

Autor/in	Hallett, Jill
Titel	Teachers' Development of a Socially-Stigmatized Dialect
Quelle	In: Language and Education, 34 (2020) 6, S.520-534 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1797769
Schlagwörter	African Americans; Black Dialects; Structural Analysis (Linguistics); Teacher Attitudes; African American Students; Language Attitudes; Social Bias; Standard Spoken Usage; Classroom Communication; Urban Schools; Translation; Task Analysis; Language Proficiency; Language Acquisition; High School Teachers; Teacher Characteristics; Grammar; Spanish; English; Illinois (Chicago); Indiana + Suchen Sie Ihr Suchwort? Afroamerikaner; Structural analysis; Strukturanalyse; Lehrerverhalten; African Americans; Student; Students; Schüler; Schülerin; Studentin; Sprachverhalten; Gesprochene Sprache; Umgangssprache; Klassengespräch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Aufgabenanalyse; Language skill; Language skills; Sprachkompetenz; Sprachaneignung; Spracherwerb; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Grammatik; Spanisch; English language; Englisch
Abstract	This study investigates the learning of linguistic structures associated with African American English (AAE) among four non-AAE-speaking teachers of AAE-speaking students. It considers implicit and explicit learning/development of a second dialect in two novel ways. First, it focuses on the understanding of a socially-stigmatized dialect by speakers of a socially-valued dialect, the language of the classroom. Second, it considers the knowledge of individual AAE features by outgroup speakers, about which little, if anything, was previously known. This research highlights the linguistic situation in one urban high school over the course of an academic year, focusing on four teachers' proficiency in their students' dialect as demonstrated by teacher performance on a translation task administered four times over the course of an academic year. Results indicate that features cluster into three levels of proficiency, with the highest level attained by the teacher who was most deliberate and explicit in her second dialect (D2) development. This work contributes to the small but growing canon of research on D2 development. (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