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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