Affirming Students' Right to their Own Language: Bridging by Jerrie Cobb Scott, Dolores Y. Straker, Laurie Katz

By Jerrie Cobb Scott, Dolores Y. Straker, Laurie Katz

A Co-publication of the nationwide Council of academics of English and Routledge.

How can lecturers make sound pedagogical judgements and recommend for academic regulations that top serve the desires of scholars in today’s varied study rooms? what's the pedagogical price of offering culturally and linguistically diversified scholars better entry to their very own language and cultural orientations?

This landmark quantity responds to the decision to take care of the incomplete pedagogical company of the NCTE convention on university Composition and communique 1974 Students’ correct to their very own Language solution. Chronicling the interaction among legislated/litigated schooling regulations and language and literacy educating in varied study rooms, it provides exemplary research-based practices that maximize scholars' studying by using their home-based cultural, language, and literacy practices to assist them meet institution expectancies.

Pre-service lecturers, practising academics, and instructor educators want either assets and information, together with international views, approximately language edition in PreK-12 study rooms and hands-on innovations that let academics to advertise scholars’ use in their personal language within the school room whereas additionally addressing mandated content material and function criteria. This booklet meets that want.

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Additional info for Affirming Students' Right to their Own Language: Bridging Language Policies and Pedagogical Practices

Sample text

We affirm strongly that teachers must have the experiences and training that will enable them to respect diversity and uphold the right of students to their own language. (1974, pp. S. schooling landscape. The following tenets can be deduced from the SRTOL resolution: 1. Negative attitudes toward students’ language arise from mythological understandings and erroneous views of inherently inferior or superior dialects of English. 2. Attitude adjustments depend partially on enriching understandings of the role that power and dominance play in validating and assigning status to languages and dialects and the use of language as a device for social control.

At the very least, this overly simplistic timeline of legislation and litigation sheds some light on the language rights of minority students that are claimed by the SRTOL resolution and makes clear the cross-currents that have occurred between language policies and pedagogical practices. A closer look at the chapters in Part II of the book will further explain our current situation, pointing to existing cross-currents between language policies and pedagogical practices that impede progress towards fulfilling the unfulfilled promises for improving the education of minority language/dialect speakers.

There are, indeed, lessons to be learned from the global community about the need for and ways to manage and preserve language diversity. Part IV moves the key tenets of SRTOL beyond the boundaries of the United States to the global community where bidialectalism and bilingualism are widely accepted and considered the norm, but they are managed in very different ways. As well, the restoration and preservation of indigenous languages are often protected in the constitution as well as in educational policies, but the mechanisms for doing so vary considerably and have their own cross-currents to be resolved.

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