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Language Ideologies In First Year Composition Textbooks, Joanna Clevenger
Language Ideologies In First Year Composition Textbooks, Joanna Clevenger
Electronic Theses, Projects, and Dissertations
This thesis examines how standard language ideologies are perpetuated in the five most frequently assigned first year composition textbooks from four higher education institutions in Southern California’s Inland Empire. Standard language ideologies position one variation of a language as superior, correct, appropriate and the normal variation of a language which everyone should be able to speak. Using Critical Discourse Analysis, the five textbooks were analyzed in order to uncover the embedded power and hegemony over women, people of color, and those from a lower socioeconomic status which are prevalent throughout society because they are unchallenged and widely accepted as the …
"To Get Free": How A Black Girl’S Ways Of Being And Knowing Inform A Literacy Teacher’S Multimodal Pedagogies In An Alternative Secondary Context, Delicia Tiera Greene Ph.D.
"To Get Free": How A Black Girl’S Ways Of Being And Knowing Inform A Literacy Teacher’S Multimodal Pedagogies In An Alternative Secondary Context, Delicia Tiera Greene Ph.D.
The Language and Literacy Spectrum
This qualitative inquiry examines how a White literacy teacher learns from and with a Black girl through multimodal composing in an out-of-school, alternative learning context. Data collection instruments include field observations, teacher planning sheets, teacher reflections, and researcher feedback. Multimodal Literacy Pedagogy and Black Girls’ Digital Literacies drove this study. Critical Discourse Analysis was employed to interpret the data. This inquiry accounts for the factors that reposition the role of a literacy teacher while working with a Black girl’s digital story development process. This inquiry found a literacy teacher’s multimodal pedagogies were shaped by a Black girl’s: (1) home, community, …