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ERIC Number: ED535933
Record Type: Non-Journal
Publication Date: 2011
Pages: 103
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2670-5373-2
Appalachian and Standard English Code-Switching Strategies among Primary Classroom Teachers
McConnell, Michele S.
ProQuest LLC, Ed.D. Dissertation, Walden University
Students who grow up speaking regional dialects benefit from learning code switching (CS) strategies to allow bidialectal communication across their social worlds. This rationale proposes that students' home language of Appalachian English is acceptable at home and should be preserved; however, another set of language patterns, those of Standard English should be used in school and elsewhere. The purpose of this study was to understand perceptions, beliefs, and attitudes of primary teachers regarding CS from Appalachian to Standard English. The research questions addressed in this qualitative case study explored differences between Appalachian English and Standard English in (a) teachers' perceptions of students' needs with regard to CS and (b) teachers' beliefs and attitudes about implementing instructional CS into the daily curriculum. Structured interviews were conducted within a purposeful sample of 10 participants. Transcribed data were coded for a priori themes aligned to the research questions, and coded data were analyzed for trends and patterns. Results were used to document that teachers expressed a need for CS information. Accordingly, a handbook was developed to address specific local needs using information uncovered in the literature review. This study has the potential to create positive social change for primary teachers and other teachers that face similar instructional dilemmas by supplying a classroom resource. Specifically, positive social change implications include a better understanding of CS, an increase in positive interactions in the classroom, an increase in job opportunities for students in later years, and the potential to minimize negative perceptions of their language that could be experienced during students' lives. Most importantly, this research has the potential to provide important learning experiences students need to become bidialectal speakers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A