abstract: Due to the limits of Arizona's secondary education system, English teachers often have to teach Standard English without regard for students' dialects and home languages. This can contribute to a lack of academic success for students who speak nonstandard and stigmatized language varieties. During the discussions that appear in this thesis, I examine pedagogical practices, particularly bidialectalism, that can be used to better teach these students. While these practices can apply to students of all languages and dialects, I focus on their effects on speakers of African American Vernacular English (AAVE). I also present some ways that educators can be better prepared to teach such students. I conclude with some practical applications, lessons, and activities that teachers in similar contexts can use and modify. / Dissertation/Thesis / Masters Thesis English 2014
| Identifer | oai:union.ndltd.org:asu.edu/item:27542 |
| Date | January 2014 |
| Contributors | Gersten, Olivia (Author), Adams, Karen (Advisor), Prior, Matthew (Advisor), Early, Jessica (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 62 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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