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Teachers’ development of a socially-stigmatized dialect

Teachers’ development of a socially-stigmatized dialect

 Hallett, Jill
 Routledge, 2020
 United Kingdom : p. 520-534 English ISSN: 09500782
Study of languagePhương ngữNgôn ngữ học
Tác giả CN Hallett, Jill
Nhan đề Teachers’ development of a socially-stigmatized dialect / Jill Hallett
Thông tin xuất bản United Kingdom : Routledge, 2020
Mô tả vật lý p. 520-534
Tóm tắt This study investigates the learning of linguistic structures associated with African American English (AAE) among four non-AAE-speaking teachers of AAE-speaking students. It considers implicit and explicit learning/development of a second dialect in two novel ways. First, it focuses on the understanding of a socially-stigmatized dialect by speakers of a socially-valued dialect, the language of the classroom. Second, it considers the knowledge of individual AAE features by outgroup speakers, about which little, if anything, was previously known. This research highlights the linguistic situation in one urban high school over the course of an academic year, focusing on four teachers’ proficiency in their students’ dialect as demonstrated by teacher performance on a translation task administered four times over the course of an academic year. Results indicate that features cluster into three levels of proficiency, with the highest level attained by the teacher who was most deliberate and explicit in her second dialect (D2) development. This work contributes to the small but growing canon of research on D2 development.
Thuật ngữ chủ đề Study of language-Dialect
Từ khóa tự do Phương ngữ
Từ khóa tự do Ngôn ngữ học
Nguồn trích Language and Education - Volume 34, 2020 - Issue 6
Tệp tin điện tử https://doi.org/10.1080/09500782.2020.1797769
MARC
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520[ ] |a This study investigates the learning of linguistic structures associated with African American English (AAE) among four non-AAE-speaking teachers of AAE-speaking students. It considers implicit and explicit learning/development of a second dialect in two novel ways. First, it focuses on the understanding of a socially-stigmatized dialect by speakers of a socially-valued dialect, the language of the classroom. Second, it considers the knowledge of individual AAE features by outgroup speakers, about which little, if anything, was previously known. This research highlights the linguistic situation in one urban high school over the course of an academic year, focusing on four teachers’ proficiency in their students’ dialect as demonstrated by teacher performance on a translation task administered four times over the course of an academic year. Results indicate that features cluster into three levels of proficiency, with the highest level attained by the teacher who was most deliberate and explicit in her second dialect (D2) development. This work contributes to the small but growing canon of research on D2 development.
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