African American Literacies Unleashed Vernacular English and the Composition Classroom

ISBN-10: 0809326604
ISBN-13: 9780809326600
Edition: 2005
List price: $35.00 Buy it from $7.08
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Description: This pioneering study of African American students in the composition classroom lays the groundwork for reversing the cycle of underachievement that plagues linguistically diverse students.African American Literacies Unleashed: Vernacular English  More...

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Book details

List price: $35.00
Copyright year: 2005
Publisher: Southern Illinois University Press
Publication date: 12/13/2005
Binding: Paperback
Pages: 248
Size: 5.75" wide x 8.75" long x 0.75" tall
Weight: 0.638
Language: English

This pioneering study of African American students in the composition classroom lays the groundwork for reversing the cycle of underachievement that plagues linguistically diverse students.African American Literacies Unleashed: Vernacular English and the Composition Classroomapproaches the issue of African American Vernacular English (AAVE) in terms of teacher knowledge and prevailing attitudes, and it attempts to change current pedagogical approaches with a highly readable combination of traditional academic discourse and personal narratives. Realizing that composition is a particular form of social practice that validates some students and excludes others, Arnetha Ball and Ted Lardner acknowledge that many African American students come to writing and composition classrooms with talents that are not appreciated. To empower and inform practitioners, administrators, teacher educators, and researchers, Ball and Lardner provide knowledge and strategies that will help unleash the potential of African American students and help them imagine new possibilities for their successes as writers. African American Literacies Unleashedasserts that necessary changes in theory and practice can be addressed by refocusing attention from teachers’ knowledge deficits to the processes through which teachers engage information relevant to culturally informed pedagogy. Providing strategies for unlearning racism in the classroom and changing the status quo, this volume stresses the development and maintenance of a real sense of teaching efficacy—teachers’ beliefs in their abilities to connect with and work effectively with all students—and reflective optimism—teachers’ informed expectations that all students have the potential to succeed.

Arnetha F. Ball is Associate Professor of Education at Stanford University. Her research interests focus on the oral and written literacies of culturally and linguistically diverse populations in the United States and South Africa. She has served on many boards and committees in her field and has published widely, with numerous book chapters and articles in journals that include Linguistics and Education, Applied Behavioral Science Review, Language Variation and Change, and Written Communication.

Keith Gilyard, Professor of English at Pennsylvania State University, has written and lectured extensively on language and literacy. Long active in professional organizations, he is a former Chair of the Conference on College Composition and Communication. He is author or editor of twelve previous books, including Race, Rhetoric, and Composition (Boynton/Cook) and Voices of the Self, for which he received an American Book Award.

Foreword
How we got here
Knowledge and efficacy : teachers' dispositions toward classroom change
The pedagogies of others : community-based organizations as models for participatory literacy
Self-efficacy and reflective optimism : moving beyond internalization
Playin' the dozens : unleashing students' literate possibilities
Where we go from here

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