- One
- digital opportunities
- contents
- authors
One
With insights from some of the field's leading scholars,Students' right to their own languageprovides a basis for understanding the historical and theoretical context that informs the assertion of the right of all students to communicate in their own language.
digital opportunities
E-book
Read online (or offline) with all the highlighting and annotation tools you need to succeed in this course.
To know morecontents
index
Table of Contents Preface
introductionUnderstand the complexities involved in having the right to your own languageFirst part: fundamentals1 The Right of Students to their Own Language CONFERENCE ON UNIVERSITY MEMBERSHIP AND COMMUNICATIONS COMMITTEE 2 The Role of the CCCC in Fighting for the Rights of Students to Language GENEVA SMITHERMAN3 The Right of Students to their Own Language, 1972-1974 STEPHEN PARKS4 The Right of Students Your Own Language: Your Legal Basis LAWRENCE D. FREEMAN5 Responding to Students' Right to Their Own Language ANN E. BERTHOFF AND WILLIAM G. CLARKPart Two: The Politics of Memory: Post-SRTOL Language Attitudes and Assumptions6 Linguistic Memory and the Politics of American English JOHN TRIMBUR7 Students' Right to Own Language: A Retrospective GENEVA SMITHERMAN8 Students' Right to Own Language: A Counterargument JEFF ZORN9 No One Has a Right to Own Language ALLEN N. SMITH10 Race , Literacy and the Value of Rhetorical Rights in Compositional Studies PATRICK BRUCH AND RICHARD MARBACKPart Three: The Special Case of the African-American Language11 African American Student Writers at the NAEP, 1969-88/89 and "The Blacker the Berry, the Sweeter the Juice" GENEVA SMITHERMAN12 The Student's Right to Possibilities: Basic Writing and African American Rhetoric KEITH GILYARD AND ELAINE B. RICHARDSON13 "I Want to Be African": In Search of a Black Radical Tradition/Vernacularized African American Paradigm for "Students' Right to Their Own Language", Critical Literacy, and "Class Politics" CARMEN KYNARD14 American Writing, Rhetoric, and Cultures (WRA) 125 — Writing: The Ethnic and Racial Experience STACI PERRYMAN-CLARKPart Four: Pluralism, Hybridity, and Space15 The place of world English in composition: pluralization continuedA. SURESH CANAGARAJAH 16 “They are in my culture, they speak the same way”: African-American language in multiethnic high schools DJANGO PARIS17 From “bad attitudes” to (neighborhood) linguistic pluralism: Developing thoughtful language policies among future teachers GAIL OKAWAPart Five: Critical Perspectives on Language and the Reinvention of SRTOL in Teaching Writing18 The Education Myth: Reasons and Strategies for Teaching Against Linguistic Bias LEAH ZUIDEMA19 Pedagogies of the Student Rights Era: The Language Curriculum for Linguistic Diversity SCOTT Research Group Project WIBLE20 From Linguistic Experience to Teaching Practice: Affirming the Linguistic Diversity in Writing Pedagogy KIM LOVEJOY , STEVE FOX AND KATHERINE V. WILLS21 Reflecting on “Students' Right to Their Own Language” in Freshman Composition Course Objectives and Descriptions STUART BARBIER22 Critical Language Consciousness in the United States: Revisiting Problems and pedagogies in segregated society H. SAMY ALIM23 Revisiting the promise of "students' right to their own language": pedagogical strategies VALERIE KINLOCHPart Six: Persistent Questions24 What should the university teach? Part 3 STANLEY FISH25 What if we took up the language? H. SAMY ALIM 26 Where do we go from here?
ARNETHA F. BALL Y. TED LARDNER
authors
Staci Perryman-Clark
Staci Perryman-Clarkis Assistant Professor of Rhetoric and Writing Studies in the Department of English at Western Michigan University, where she also directs the Freshman Writing Program. Her work focuses on developing culturally relevant pedagogies and curriculum designs to support statement writing practice for all students. His currently published work focuses on designing alternative curriculum models for undergraduate and graduate students. His recent publications include published journals in Composition Studies and Composition Forum, WPA: Writing Program Administration, with upcoming publications in Pedagogy and Teaching English in a Two-Year College (TETYC). He has received national awards from the Ford Foundation and the Conference on Composition and Collegiate Communication.
David E. Kirkland
David E. Kirklandis Assistant Professor of English Education at New York University. Bolsa dele explores the intersections between youth culture and identity, language, literacy and power, and urban education. He used critical approaches to qualitative educational research (including critical ethnography and critical discourse analysis) to understand literacy in the lives of a group of urban black youth. He examined the literary lives of black youth, their language practices, and structures of participation in broader social and cultural fields that exist beyond the school context. His work has appeared in numerous scholarly publications, including Reading Research Quarterly, Research in the Teaching of English, English Education and the English Journal. Her current research examines the literary construction of digital identities among urban youth who participate in online social communities, its impact on youth culture and subjectivity, and its reconfiguration of race and gender.
Austin Jackson
Austin Jacksonis an assistant professor at the Residential College of Arts and Humanities at Michigan State University. His research and teaching interests include writing and rhetoric, African American language and literacy, and qualitative research in English language teaching. He serves as Director of My Brother's Keeper Program, a mentoring program for high school students at Paul Robeson - Malcolm X Academy (K - Grade 8) in Detroit, MI. He is co-author of several publications that explore connections between critical approaches to the pedagogy of writing and student engagement in contemporary struggles for critical democracy.
Examining the impact of the 1974 CCCC Language Rights Bill
With insights from some of the field's leading scholars,Students' right to their own languageprovides a basis for understanding the historical and theoretical context that informs the assertion of the right of all students to communicate in their own language.
E-book
Read online (or offline) with all the highlighting and annotation tools you need to succeed in this course.
To know moreindex
Table of Contents Preface
introductionUnderstand the complexities involved in having the right to your own languageFirst part: fundamentals1 The Right of Students to their Own Language CONFERENCE ON UNIVERSITY MEMBERSHIP AND COMMUNICATIONS COMMITTEE 2 The Role of the CCCC in Fighting for the Rights of Students to Language GENEVA SMITHERMAN3 The Right of Students to their Own Language, 1972-1974 STEPHEN PARKS4 The Right of Students Your Own Language: Your Legal Basis LAWRENCE D. FREEMAN5 Responding to Students' Right to Their Own Language ANN E. BERTHOFF AND WILLIAM G. CLARKPart Two: The Politics of Memory: Post-SRTOL Language Attitudes and Assumptions6 Linguistic Memory and the Politics of American English JOHN TRIMBUR7 Students' Right to Own Language: A Retrospective GENEVA SMITHERMAN8 Students' Right to Own Language: A Counterargument JEFF ZORN9 No One Has a Right to Own Language ALLEN N. SMITH10 Race , Literacy and the Value of Rhetorical Rights in Compositional Studies PATRICK BRUCH AND RICHARD MARBACKPart Three: The Special Case of the African-American Language11 Student African-American Writers at the NAEP, 1969-88/89 and "The Blacker the Berry, the Sweeter the Juice" GENEVA SMITHERMAN12 Students' Right to Possibilities: African American Basic Writing and Rhetoric KEITH GILYARD AND ELAINE B. RICHARDSON13 " I Wanna Be African": In Search of a Radical Black Tradition/Vernacularized African American Paradigm for "Students' Right to Their Own Language," Critical Literacy, and "Class Politics" CARMEN KYNARD14 American Writing, Rhetoric, and Cultures (WRA) 125 – Writing: the ethnic and racial experience STACI PERRYMAN-CLARKPart Four: Pluralism, Hybridity, and Space15 The place of world English in composition: pluralization continuedA. SURESH CANAGARAJAH 16 “They are in my culture, they speak the same way”: African-American language in multiethnic high schools DJANGO PARIS17 From “bad attitudes” to (neighborhood) linguistic pluralism: Developing thoughtful language policies among future teachers GAIL OKAWAPart Five: Critical Perspectives on Language and the Reinvention of SRTOL in Teaching Writing18 The Education Myth: Reasons and Strategies for Teaching Against Linguistic Bias LEAH ZUIDEMA19 Pedagogies of the Student Rights Era: The Language Curriculum for Linguistic Diversity SCOTT Research Group Project WIBLE20 From Linguistic Experience to Teaching Practice: Affirming the Linguistic Diversity in Writing Pedagogy KIM LOVEJOY , STEVE FOX AND KATHERINE V. WILLS21 Reflecting on “Students' Right to Their Own Language” in Freshman Composition Course Objectives and Descriptions STUART BARBIER22 Critical Language Consciousness in the United States: Revisiting Problems and pedagogies in segregated society H. SAMY ALIM23 Revisiting the promise of "students' right to their own language": pedagogical strategies VALERIE KINLOCHPart Six: Persistent Questions24 What should the university teach? Part 3 STANLEY FISH25 What if we took up the language? H. SAMY ALIM 26 Where do we go from here?
ARNETHA F. BALL Y. TED LARDNER
Staci Perryman-Clark
Staci Perryman-Clarkis Assistant Professor of Rhetoric and Writing Studies in the Department of English at Western Michigan University, where she also directs the Freshman Writing Program. Her work focuses on developing culturally relevant pedagogies and curriculum designs to support statement writing practice for all students. His currently published work focuses on designing alternative curriculum models for undergraduate and graduate students. His recent publications include published journals in Composition Studies and Composition Forum, WPA: Writing Program Administration, with upcoming publications in Pedagogy and Teaching English in a Two-Year College (TETYC). He has received national awards from the Ford Foundation and the Conference on Composition and Collegiate Communication.
David E. Kirkland
David E. Kirklandis Assistant Professor of English Education at New York University. Bolsa dele explores the intersections between youth culture and identity, language, literacy and power, and urban education. He used critical approaches to qualitative educational research (including critical ethnography and critical discourse analysis) to understand literacy in the lives of a group of urban black youth. He examined the literary lives of black youth, their language practices, and structures of participation in broader social and cultural fields that exist beyond the school context. His work has appeared in numerous scholarly publications, including Reading Research Quarterly, Research in the Teaching of English, English Education and the English Journal. Her current research examines the literary construction of digital identities among urban youth who participate in online social communities, its impact on youth culture and subjectivity, and its reconfiguration of race and gender.
Austin Jackson
Austin Jacksonis an assistant professor at the Residential College of Arts and Humanities at Michigan State University. His research and teaching interests include writing and rhetoric, African American language and literacy, and qualitative research in English language teaching. He serves as Director of My Brother's Keeper Program, a mentoring program for high school students at Paul Robeson - Malcolm X Academy (K - Grade 8) in Detroit, MI. He is co-author of several publications that explore connections between critical approaches to writing pedagogy and student engagement in contemporary struggles for critical democracy.
Related Titles
FAQs
What is the summary of students right to their own language? ›
This statement provides the resolution on language, affirming students' right to “their own patterns and varieties of language — the dialects of their nurture or whatever dialects in which they find their own identity and style” that was first adopted in 1974.
What is the language of learning? ›Teach students to consider academic concepts and communicate their ideas in a thoughtful, effective, and respectful way. The Language of Learning covers five core skills: Listening Essentials; Speaking Essentials; Asking and Answering Questions; Crafting an Argument; The Art of Agreeing and Disagreeing.
How does function of language help inside and outside the classroom? ›Teachers and students use spoken and written language to communicate with each other–to present tasks, engage in learning processes, present academic content, assess learning, display knowledge and skill, and build classroom life. In addition, much of what students learn is language.
Why is language of instruction important? ›it allows and gives the learner specific practice on grammatical structure. Explains that instruction needs to focus on developing implicit knowledge of the second language while not neglecting explicit knowledge.
Why is it important for children to learn their own language? ›Language development is an important part of child development. It supports your child's ability to communicate. It also supports your child's ability to: express and understand feelings.
Why must a child be taught in his or her own language? ›It allows learners to make suggestions, ask questions, answer questions and create and communicate new knowledge with enthusiasm. It gives learners confidence and helps to affirm their cultural identity. This in turn has a positive impact on the way learners see the relevance of school to their lives.
What are the 3 theories of language learning? ›There are three theories of language acquisition: cognitive, inherent, and sociocultural. Each theory has specific aspects that make each of them unique in its development of language.
What are the four types of language learning? ›There are four types of language learners that apply to the majority of learners. These are visual, aural, verbal, and kinesthetic learners.
What are the 4 functions of language? ›The functions of language include communication, the expression of identity, play, imaginative expression, and emotional release.
Do you agree that students should spend more time learning outside the classroom than learning inside the classrooms? ›Learning outside the classroom can help teachers create enthusiasm for learning, provide a real-world context and expose students to a range of STEM careers. Students who experience learning outside the classroom benefit from increased self-esteem and become more engaged in their education.
Is instruction using the student's first language important? ›
The paper and much of the evidence simply shows that when children are taught in their native language, they can more effectively acquire core skills that are important for the development of other skills, including that of learning a second language.
What is the goal of learning a language? ›Language learning has various goals most of which are determined by the individual. Other reasons are universal. The overall teaching goals include self-development, cognitive abilities, and as a means of communicating with individuals from various backgrounds.
Why is language important in a school curriculum? ›It helps learners to get understanding of different technical terms related to subject specific concepts. It helps learners to improve their linguistic skills by linking them with content knowledge.
Do you agree that a child should learn the mother tongue first? ›The accepted standard by experts is that six years of mother-tongue instruction is needed. Children need to “learn how to learn” first in their own language. Once the basic foundations have been built, then they can go on to learning in a language that is not their own.
How children learn their first language? ›Babies learn by experiencing (and listening to) the world around them, so the more language they are exposed to the better. Additionally, you can put words to their actions. Talk to them as you would in conversation, pausing for them to respond, then you can say back what you think they might say.
What is the summary of language? ›Language is a system of symbols and rules that is used for meaningful communication. A system of communication has to meet certain criteria in order to be considered a language: A language uses symbols, which are sounds, gestures, or written characters that represent objects, actions, events, and ideas.
What does the right to use one's own language mean? ›The freedom to express ourselves through language is a fundamental human right. Whether with friends or family, communicating our thoughts, ideas, wishes and needs with those around us is key to basic survival. Language is also a vehicle for participation in community and cultural life.
How do you summarize a language? ›A summary begins with an introductory sentence that states the text's title, author and main point of the text as you see it. A summary is written in your own words. A summary contains only the ideas of the original text. Do not insert any of your own opinions, interpretations, deductions or comments into a summary.
How do children learn language summary? ›Children acquire language through interaction - not only with their parents and other adults, but also with other children. All normal children who grow up in normal households, surrounded by conversation, will acquire the language that is being used around them.