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New Perspectives on Language and Education Ser.: Ebonics : The Urban Education Debate by Terrence Wiley (2005, Trade Paperback)
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About this product
Product Identifiers
PublisherMultilingual Matters
ISBN-101853597961
ISBN-139781853597961
eBay Product ID (ePID)30994302
Product Key Features
Number of Pages224 Pages
Publication NameEbonics : the Urban Education Debate
LanguageEnglish
SubjectMinority Studies, Ethnic Studies / General, Study & Teaching, Philosophy, Theory & Social Aspects, Ethnic Studies / African American Studies
Publication Year2005
FeaturesRevised
TypeTextbook
AuthorTerrence Wiley
Subject AreaLanguage Arts & Disciplines, Social Science, Education
SeriesNew Perspectives on Language and Education Ser.
FormatTrade Paperback
Dimensions
Item Height0.5 in
Item Weight10.2 Oz
Item Length8.2 in
Item Width5.8 in
Additional Product Features
Edition Number2
Intended AudienceScholarly & Professional
LCCN2004-017325
Dewey Edition22
Series Volume Number2
IllustratedYes
Dewey Decimal427.97308996073
Edition DescriptionRevised edition
Table Of ContentAcknowledgements Introduction Part 1: Ebonics in the Urban Education Debate 1 Terrence G. Wiley: Ebonics: Background to the Current Policy Debate 2 John R. Rickford: Using the Vernacular to Teach the Standard 3 John Baugh: Educational Implications of Ebonics 4 Geneva Smitherman: Black Language and the Education of Black Children: One Mo Once 5 Subira Kifano and Ernie A. Smith: Ebonics and Education in the Context of Culture: Meeting the Language and Cultural Needs of LEP African American Students 6 Carolyn Temple Adger: Language Varieties in the School Curriculum: Where Do They Belong and How Will They Get There? Part 2: Background to the Ebonics Debate Introduction Oakland Unified School District's Resolution Examples of Legislative Reaction Legal Background Linguists' Reactions Organizational Responses Recommended Readings on Ebonics
SynopsisControversy erupted in 1996 when the Oakland Unified School District's 'Ebonics Resolution' proposed an approach to teaching Standard English that recognized the variety of English spoken by African American students. With new demands for accountability driven by the No Child Left Behind policy and its emphasis on high-stakes testing in Standard English, this debate will no doubt rise again. This book seeks to better inform this next episode.In Part 1, leading scholars place the debate within its historical and contemporary context, provide clear explanations of what Ebonics is and is not, and offer practical approaches schools can and should follow to address the linguistic needs of African American students. Part 2 provides original documents that accompanied the debate, including the original resolutions, legislation, organization position papers, and commentary/analyses from leading linguists. This book is written for all those whose work impacts the lives of Ebonics speakers in our public schools., Controversy erupted when the Oakland Unified School District's 'Ebonics Resolution' proposed an approach to teaching Standard English that recognized the variety of English spoken by African American students. With demands for accountability driven by the NCLB policy, this debate will rise again. This book seeks to better inform this next episode., Controversy erupted in 1996 when the Oakland Unified School District's 'Ebonics Resolution' proposed an approach to teaching Standard English that recognized the variety of English spoken by African American students. With new demands for accountability driven by the No Child Left Behind policy and its emphasis on high-stakes testing in Standard English, this debate will no doubt rise again. This book seeks to better inform this next episode. In Part 1, leading scholars place the debate within its historical and contemporary context, provide clear explanations of what Ebonics is and is not, and offer practical approaches schools can and should follow to address the linguistic needs of African American students. Part 2 provides original documents that accompanied the debate, including the original resolutions, legislation, organization position papers, and commentary/analyses from leading linguists. This book is written for all those whose work impacts the lives of Ebonics speakers in our public schools.
LC Classification NumberLC2778.L34E26 2005
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