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By Shondel J. Nero

This quantity brings jointly a multiplicity of voices—both theoretical and practical—on the advanced politics, demanding situations, and techniques of teaching students—in North the USA and worldwide—who are audio system of various or nonstandard sorts of English, creoles, and hybrid different types of English, corresponding to African American Vernacular English, Caribbean Creole English, Tex Mex, West African Pidgin English, and Indian English, between others. The variety of such scholars is expanding due to the unfold of English, inner and worldwide migration, and elevated academic entry. Dialects, Englishes, Creoles, and schooling bargains: • a sociohistorical standpoint on language unfold and edition; • research of comparable matters equivalent to language attitudes, identities, and prescribed as opposed to real language use; and • sensible feedback for pedagogy. Pedagogical gains: Key issues first and foremost of every bankruptcy support concentration the reader and supply a framework for examining, writing, mirrored image, and dialogue; chapter-end questions for dialogue and reflective writing have interaction and problem the guidelines offered and inspire a number of techniques in facing language variety. jointly, the chapters during this quantity invite educators, researchers, and scholars, around the fields of TESOL, utilized linguistics, sociolinguistics, English, literacy, and language schooling, to start to think about and undertake context-specific rules and practices that may increase the language improvement and educational functionality of linguistically assorted scholars.

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Additional resources for Dialects, Englishes, Creoles, and Education (ESL and Applied Linguistics Professional Series)

Sample text

As varieties are codified and emerge as legitimate standard languages within their own national/regional boundaries, they are used in education, publication, print and audio-visual media and other domains of public and intellectual life. It would seem illogical even to suggest, for example, that Standard British English be taught in American schools or be adopted for publication of US books, newspapers, in broadcast journalism, etc. THE QUESTION OF MODEL The profession of English language teaching (ELT) has not had to face this issue seriously so far.

1997). English with an accent. New York: Routledge. Matsuda, A. (2003). Incorporating World Englishes in Teaching English as an international language. TESOL Quarterly, 37(4), 719–729. McArthur, T. (1998). The English languages. Cambridge: Cambridge University Press. Mufwene, S. ). (1993). Africanisms in Afro-American language varieties. Athens: University of Georgia Press. Mufwene, S. (1994). New Englishes and criteria for naming them. World Englishes, 13(1), 21–31. Nayar, P. (1994). Whose English is it?

Cambridge: Cambridge University Press. Smitherman, G. (1977). Talkin and testifyin: The language of Black America. Boston: Houghton Mifflin. Sridhar, S. (1994). A reality check for SLA theories. TESOL Quarterly, 28, 800–805. Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28, 377–392. , Adger, C. , & Christian, D. (1999). Dialects in schools and communities. Mahwah, NJ: Lawrence Erlbaum Associates. Part WORLD ENGLISHES, CREOLES, AND EDUCATION I Chapter 1 World Englishes and Language Education Yamuna Kachru University of Illinois at Urbana-Champaign KEY POINTS · · · · · Reconceptualization of English Language Teaching (ELT) worldwide.

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