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ERIC Minibib

The following are copied from Vernacular Dialects and Standard American English in the Classroom, compiled by Donna Christian, and published as an ERIC Minibib, Dec. 1994.gif

  1. Adger, Carolyn Temple; and Others. ``Language Differences: A New Approach for Special Educators." Teaching Exceptional Children; v26 n1 (Fall 1993) p44-47. EJ 468 846

    Discussion focuses on suggestions for using the natural occurrence of multiple dialects in both school and community as a means to teach about the nature of language and dialects in society, increase language awareness, and learn standard English as a second dialect.

  2. Smitherman, Geneva. ``Black English, Diverging or Converging?: The View from the National Assessment of Educational Progress." Language and Education; v6 n1 (1992) p47-61. EJ 455 925

    Analysis (for the frequency and distribution of Black English Vernacular [BEV]) of nearly 1800 essays written by 17-year-old African-American students suggests that BEV has converged with edited American/Standard English and that students suffered few penalties for BEV use.

  3. Washington, Julie A.; Craig, Holly K. ``Articulation Test Performances of Low-Income, African-American Preschoolers with Communication Impairments." Language, Speech, and Hearing Services in Schools; v23 n3 (Jul 1992) p203-07. EJ 451 502

    A study used Standard English and Black English (BE) scoring procedures with the Arizona Articulation Proficiency Scale to compare responses of Detroit low-income African-American preschoolers who spoke BE. Results indicate that this test requires no BE scoring adjustment for northern BE speakers.

  4. Simmons, Eileen A. ``Ain't We Never Gonna Study No Grammar?" English Journal; v80 n8 (Dec 1991) p48-51. EJ 435 599

    One of the dilemmas inherent in teaching Standard American English (SAE) involves non-judgmental acceptance of nonstandard dialects. One teacher used G.B. Shaw's ``Pygmalion" to demonstrate the usefulness of learning SAE.

  5. Schierloch, Jane McCabe. ``Teaching Standard English Usage: A Dialect- Based Approach." Adult Learning; v2 n5 (Feb 1991) p20-22. EJ 420 918

    In a writing instruction program for adult speakers of nonstandard English, teachers adapted such foreign language instructional techniques as translation and extensive oral practice, while avoiding presentation of formal grammatical terms.

  6. Anderson, Edward. ``Teaching Users of Diverse Dialects: Practical Approaches." Teaching English in the Two-Year College; v17 n3 (Oct 1990) p172-77. EJ 416 323

    Because dialects reflect peoples' cultures, teachers and the community must respect the value of diverse dialects. The teaching strategies, classroom activities, and evaluation methods provided may help motivate students to acquire Standard English.

  7. Sato, Charlene J. ``A Nonstandard Approach to Standard English." TESOL Quarterly; v23 n2 (Jun 1989) p259-82. EJ 393 795

    Viewing the teaching of Standard English as a Second Dialect from the viewpoint of ``additive bidialectism" rather than ``remediation," the article rejects an assimilationist viewpoint, proposing instead the adoption of a pluralist position vis-a-vis dialects.

  8. Dumas, Bethany K.; Garber, Darrell H. Students' Right to Their Language: Distinguishing Patterns and Varieties. 1989. 19p. ED 361 721

    In contrast to linguists, who usually concern themselves with cognitive sufficiency, English teachers---concerned with behavioral sufficiency--- encounter language within a usage context and bear a sense of responsibility to students for teaching both spoken and written English. Teachers must also identify students' dialects before valid discussion of students' language rights can occur.

  9. Adger, Carolyn; and Others. Confronting Dialect Minority Issues in Special Education: Reactive and Proactive Perspectives. Center for Applied Linguistics, Washington, D.C. 1993. 46p. ED 356 673

    A review of ethnographic research focuses on issues related to regional or dialectal language use, particularly of African American Vernacular English [AAVE] in special education classrooms. The paper reports on research underway with speech/language pathologists to develop regionally normed AAVE profiles to aid accurate assessment.

  10. Cox, Juanita. A Study of the Linguistic Features of Cajun English. 1992. 9p. ED 352 840

    The study contrasts Acadian (Cajun) English spoken in Louisiana with the local standard English and describes the linguistic features of the dialect in nontechnical language, so as to inform elementary and secondary school teachers and others in contact with speakers of that population.

  11. Love, Theresa A. A Guide for Teaching Standard English to Black Dialect Speakers. 1991. 117p. ED 340 248

    The teaching strategies described can work with students at varying levels, especially in conjunction with pre-testing and ongoing evaluation of student progress. Emphasizing vocabulary building and communication skills, the main strategy draws on second language teaching approaches. Materials include a pre-test, unit tests, and post-test, and are suitable for Grades 11-12 or college classes.

  12. Wolfram, Walt. Bidialectal Literacy in the United States. 1991. 27p. ED 331 327

    Exploring the relationship between bidialectism and literacy, discussion focuses on possible problems in acquisition of literacy skills arising from mismatches in the spoken language of dialectically divergent groups. In a perspective on language variation offered for teaching practitioners, the approach acknowledges systematic differences between dialects in sound-symbol relationships and grammar---differences that result in communication miscues.

  13. Anderson, Edward. Some Ways to Use the Rhetorical Skills of the Black American Folk Tradition to Teach Rhetoric and Composition. 1990. 38p. ED 328 919

    Designed for group and individual use, these curriculum materials provide general and specific suggestions for activities that use folk sons and spirituals, jokes, folk sermons, and literary styles to teach about effective use of dialects and language variants, and about rhetoric and composition.

  14. Wolfram, Walt. Dialect Differences and Testing. ERIC Digest. 1990. 2p. ED 323 813

    The questions raised and addressed focus on ways in which dialect differences affect 1) language tests and testing, 2) the view that standard English forms are ``correct" norms to be upheld, 3) bias/fairness in language test items and non-language-related testing, and 4) educators' knowledge about testing.

  15. Wolfram, Walt. Incorporating Dialect Study into the Language Arts Class. ERIC Digest. 1990. 2p. ED 318 231

    Most educational programs focusing on dialect differences aim to move speakers toward the standard variety of English. However, dialect study, as language study in its own right, introduces dialects as resources for learning about language and culture, thereby serving to: 1) challenge popular myths about dialects; 2) offer new perspectives on the nature of language; and 3) encourage the use of critical thinking skills.