Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Language usage (2)
- At-Risk Students (1)
- Black dialects (1)
- Black students (1)
- Child language (1)
-
- Classroom techniques (1)
- Deafness (1)
- Discourse analysis (1)
- Early childhood education (1)
- Ebonics (1)
- Elementary education (1)
- English instruction (1)
- Grammar (1)
- Grammatical Analysis of Elicited Language (1)
- Grammatical analysis of elicited language (1)
- Imitation (1)
- Language role (1)
- Language tests (1)
- Literacy (1)
- Secondary education (1)
- Social justice (1)
- Standard spoken usage (1)
- Test validity (1)
Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
"What Color Are Our Hearts?" Challenging Social And Literacy Inequalities In An Elementary School Writing Club, Judith M. Dunkerly-Bean, Tom W. Bean, David Kidd, Elizabeth Johnson
"What Color Are Our Hearts?" Challenging Social And Literacy Inequalities In An Elementary School Writing Club, Judith M. Dunkerly-Bean, Tom W. Bean, David Kidd, Elizabeth Johnson
Teaching & Learning Faculty Publications
This longitudinal phenomenological study centers on an after-school writing club at an elementary school started by two high school English teachers and their students. Over the course of a school year, the writing club addressed local and systemic issues of inequality and facilitated the voice, agency and creative expression of the third to fifth grade students who chose to participate. Emerging trends and themes speak to the promise and possibilities of inter-age writing clubs that go far beyond traditional tutorial models. Rather than engaging in a banking method of tutoring, this project facilitates voice, agency and equality, as well as …
What's Up Wif Ebonics, Y'All?, Abha Gupta
What's Up Wif Ebonics, Y'All?, Abha Gupta
Teaching & Learning Faculty Publications
This paper examines the controversy surrounding the use of Ebonics among African American students in schools in the United States, with a twofold purpose: (1) to focus on the primary function of language as a tool of communication that varies in its use according to the social context; and (2) to provide suggestions to teachers of ways to support students' acquisition of standard English without devaluing the nonstandard variants they may have learned in their homes and communities. The discussion is highlighted in the paper with classroom stories, anecdotes, and vignettes. The paper contains the following sections: Introduction; The Ebonics …
Kidwatching Going Beyond The Language Of The Test, Abha Gupta
Kidwatching Going Beyond The Language Of The Test, Abha Gupta
Teaching & Learning Faculty Publications
A study examined the linguistic forms in the discourse of speakers during a language test to indicate why they use certain specific forms over others. Ten children were given the Grammatical Analysis of Elicited Language--Simple Sentence Level Test (GAEL), a language proficiency test for hearing-impaired children in the age group of 4 to 8 years. Three students were videotaped during administration of the test, and the other students' final responses (omitting the intermediate discourse) were recorded. Some of the test items on which the maximum number of children deviated from the target response were analyzed for common traits and classified …
Role Of Imitation In Language Assessment Tests, Abha Gupta
Role Of Imitation In Language Assessment Tests, Abha Gupta
Teaching & Learning Faculty Publications
A study investigated whether imitation plays a significant role in the acquisition of grammar. Three 6- to 8-year-old hearing-impaired children were administered the Grammatical Analysis of Elicited Language--Simple Sentence Level Test (GAEL), which is designed to evaluate hearing-impaired children's use of grammatical aspects of spoken and/or signed English. Subjects' verbal responses to the "imitated" component (in which subjects were asked to say just what the tester said) of the GAEL were transcribed and analyzed. Results indicated that imitated speech is neither longer nor grammatically more advanced than non-imitated, spontaneous speech. Findings suggest that the children produced "unique" language structures to …