Preparing Teachers for Dialectally Diverse Classrooms
Preparing Teachers for Dialectally Diverse Classrooms
复制标题
让教师为方言多元化的课堂做好准备
DOI：
10.3102/0013189x035008030
复制
发表时间：
2006
影响因子：
8.2
通讯作者：
B. Carpenter
中科院分区：
文献类型：
--
作者：
Amanda Godley;J. Sweetland;R. Wheeler;Angela Minnici;B. Carpenter
关于课堂方言多样性的研究产生了两种看似不相容的研究方向。尽管许多教学方法已被证明提供了富有成效的替代方法，而不是传统的对受歧视方言的反应，但对公众观念和教师态度的研究表明，对受歧视方言和说这种方言的学生的负面看法在美国社会根深蒂固。作者认为，基于对方言多样性的社会语言学理解的教师准备可以帮助教师对学生的语言选择做出富有成效的教学反应。根据以前的研究和他们自己与教师的工作，作者提出了一个框架，为教师准备不同的方言课堂。建议包括预测阻力，解决身份和权力问题，并强调社会语言学研究的教学应用。
Scholarship on dialect diversity in classrooms has yielded two seemingly incompatible lines of research. Although numerous pedagogical approaches have been shown to provide productive alternatives to traditional responses to stigmatized dialects, research on public perceptions and teachers’ attitudes suggests that negative beliefs about stigmatized dialects and the students who speak them are deeply entrenched in U.S. society. The authors argue that teacher preparation grounded in socio-linguistic understandings of dialect diversity can help teachers develop productive pedagogical responses to students’ language choices. Drawing on previous research and their own work with teachers, the authors present a framework for preparing teachers for dialectally diverse classrooms. Recommendations include anticipating resistance, addressing issues of identity and power, and emphasizing pedagogical applications of sociolinguistic research.