34 research outputs found
Language Variety in the New South: Contemporary Perspectives on Change and Variation/ edited by Jeffrey Reaser, Eric Wilbanks, Karissa Wojcik, and Walt Wolfram.
No full textSecond chapter title includes five instances of the word "southern" using pronunciation variations in IPA (International Phonetic Alphabet).Includes bibliographical references and index.LAVIS: where are you going, where have you been? / William A. Kretzschmar Jr. -- [suthern], [suthuhn], [suthrun], [suthuhn], [sauthn], etc.: what we/they think/thought it is/was/will be / Dennis R. Preston -- Language and the internet in the new South / Becky Childs and Joel Schneier -- Performing southernness in country music / Catherine Evans Davies, with Caroline Myrick -- Appalachia, monophthongization, and intonation: rethinking tradition / Paul E. Reed -- Language variety in Louisiana: research trends and implications / Michael D. Picone -- Cajuns as southe(r)ne(r)s?: an examination of variable r-lessness in Cajun English / Katie Carmichael -- The continuing symbolic importance of French in Louisiana / Nathalie Dajko -- Sounding black: labeling and perceptions of African American voices on southern college campuses / Tracey L. Weldon -- Black is, black isn't: perceptions of language and blackness / Sonja L. Lanehart and Ayesha M. Malik -- (De)segregation: the impact of de facto and de jure segregation on African American English in the new South / Mary Kohn -- Community detection and the reversal of the southern vowel shift in Raleigh, North Carolina / Robin Dodsworth -- Where are you from?: immigrant stories of accent, belonging, and other experiences in the South / Agnes Bolonyai -- What a swarm of variables tells us about the formation of Mexican American English / Erik R. Thomas -- Spanish in North Carolina: English-origin loanwords in a newly forming Hispanic community / Jim Michnowicz, Alex Hyler, James Shepherd, and Sonya Trawick -- On the status of Miami as a southern city: defining language and region through demography and social history / Phillip M. Carter and Andrew Lynch -- Sociolinguistic outreach for the new South: looking back to move ahead / Kirk Hazen -- We must go home again: interdisciplinary models of progressive partnerships to promote linguistic justice in the new South / Anne H. Charity Hudley and Christine Mallinson -- Negotiating language presentation: linguists, communities, and producers / Walt Wolfram, Danica Cullinan, and Neal Hutcheson -- The role of the university in negotiating language revitalization / Hartwell S. Francis -- Language revitalization and sociolinguistics: a commentary on first language: the race to save Cherokee / Christian Koops -- Variationist research in the South: current perspectives and future directions / Eric Wilbanks.1 online resourc
Privileged Pages: Contextualizing the Realities, Challenges, and Successes of Teaching Canonical British Literature in Culturally Responsive Ways
No full textThough research suggests a dichotomous relationship between transformative pedagogies and canonicity, these conversations often fall short of comprehensively nuancing the factors that shape these pedagogical and curricular tensions. Buttressed by foundational theories of culturally responsive pedagogies (Gay, 2010; Ladson-Billings, 1995; Villegas & Lucas, 2002), this collective case study advances the field and galvanizes the professional discourse around the canon by querying the extent to which teachers perform culturally responsive practices in the canonical British literature classroom—the most enduring and exclusionary curriculum of the secondary English domain—and examining the factors that inhibit, promote, and otherwise complicate these practices. Data collected from over five months of classroom observations and forty interviews amalgamate to tell the story of Sam, a white male in his fifth year of teaching who engages his predominantly African American students in race-related discussions almost daily; Geneva, an African American female with 14 years of experience who must engage culturally responsive teaching in more subversive ways and private spaces so as not to unsettle the parents, administration, and students at her predominantly white school; and Allison, a white female in her eighth year of teaching at an International Baccalaureate school who insists her provocative approach to pedagogy is merely “good teaching.” Data were coded for their alignment with the 11 characteristics of the Multicultural Teacher Capacity Scale (Cain, 2015), a five-tiered progressive scale of culturally responsive teaching practices and characteristics. Deductive Qualitative Analysis (Gilgun, 2010) guided the investigation of the data. This work concludes by urging practitioners to critically reflect on the ways in which they might modify their instructional practices to better account for the incongruences between traditional curricula and their culturally and linguistically diverse students. Further implications, including the possibilities of a differentiated model of teacher preparation that supports literacy practitioners as they develop and hone the skills, knowledge, and dispositions needed to perform culturally responsive pedagogies in their classrooms, is also discussed.Doctor of Philosoph
