NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1003152
Record Type: Journal
Publication Date: 2012-Nov
Pages: 8
Abstractor: ERIC
Reference Count: 14
ISSN: ISSN-0013-8274
Code-Switching and Language Ideologies: Exploring Identity, Power, and Society in Dialectally Diverse Literature
Devereaux, Michelle D.; Wheeler, Rebecca
English Journal, v102 n2 p93-100 Nov 2012
Secondary English teachers are charged with helping all students to read, write, and understand English in its many forms and functions. However, students' language can be as diverse as the literature teachers bring to the classroom. Not all students come to the classroom with the skills to write standardized English; even fewer students come with the skills to read vernacular texts. But for teachers to translate each unfamiliar word or grammatical structure doesn't lead to independent, linguistically savvy readers. Instead, they would like students themselves to become more sure-footed readers of dialectally diverse literature. That's what this article offers: the "what," "how," and "why" of teaching vernacular-rich texts. The authors will show that linguistically based approaches--contrastive analysis and code-switching--can give students a handle on the unfamiliar language of dialectally diverse texts. Then, they'll explore how students can use language to interrogate issues of identity, power, prestige, and prejudice in society. (Contains 6 figures.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A