Concetta A. Williams, Lydia Brown Magras

What I Learned and What I Learnt (eBook, PDF)

Teaching English While Honoring Language and Culture at a Predominantly Black Institution

• Format: PDF

Produktbeschreibung

African Americans have viewed literacy as a key to upward mobility and freedom since before America's Reconstruction Era. However, African American's academic achievement continues to be plagued by the ever-widening achievement gap especially when their literacy skills are measured by standardized assessments that do not consider or value their culture, their experiences It is common to think that this is an issue in K-12 settings. However, research and practical experiences suggest that African American students' achievement continues to be affected at the post-secondary level where they are likely to be taught by faculty who have limited experience with the nuances of Black English (or African American Vernacular English AAVE). This book steps into that gap by offering a resource for teaching speakers of AAVE at the post-secondary level.

Produktdetails

• Verlag: Bloomsbury eBooks US
• Seitenzahl: 112
• Erscheinungstermin: 27. November 2018
• Englisch
• ISBN-13: 9798216248422
• Artikelnr.: 74833502

Autorenporträt

Concetta A. Williams is an assistant professor of English at Chicago State University. Her research focuses on using literature to examine the experiences of urban youth, broadening the definition of literacy in an effort to better identify and understand perceptions of literate behavior in academic settings, and working with diverse student populations (first-year, first-generation). Lydia Magras is an independent scholar whose research interests include Urban and Cultural Literacies, Spirituality and Literature, and Women's Literature. She has presented her research before the National Council of Black Studies, the Association for the Study of African American History and Life, and the Conference of Religion, Literature, and the Arts.

Inhaltsangabe

Foreword Abul Pitre Preface Introduction Chapter 1: Unpacking the History
of African American Vernacular English Chapter 2: Teacher Perceptions of
Their Students Who Speak African American Vernacular English Chapter 3:
Closing the Gap: Connecting Students and Partnering AAVE and Collegiate
Composition Chapter 4: Pedagogical Techniques for Teaching AAVE Speakers
Chapter 5: What We Learned and What We Learnt References Index About the
Authors