Research Starter Grant: An Examination of Effective Methods of Communicating About Language Variation to Educators

研究启动补助金：与教育工作者沟通语言变异的有效方法的检验

• 批准号: 0930522
• 负责人: Anne Charity Hudley
• 金额: $ 5万
• 依托单位: College of William and Mary
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-07-15 至 2011-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0930522&HistoricalAwards=false
• 关键词: Research; Starter; Grant; Examination; Effective

Intellectual MeritThis National Science Foundation Social, Behavioral, and Economic Sciences Minority Post-Doctoral Fellowship Starter Grant funds the launch of a project designed to examine effective methods of communicating issues about language variation to K-12 educators and provides infrastructural support for Anne Harper Charity Hudley in her position of Assistant Professor at the College of William and Mary in Williamsburg, VA.The PI?s postdoctoral fellowship # 512005 assessed how listeners judged the voices of young speakers of African-American English and Southeastern American English along a range of academic and social characteristics. Listeners often judged African-American English-speaking youth as having lesser academic abilities, and their responses indicated that many educators knew very little about variation within English. These results provided the impetus for this follow-up project, which explores methods for orienting educators to the reality of language differences and linguistic intolerance.The project has three cumulative objectives. First, the PI will conduct collaborative workshops with 100 educators in four K-12 schools in Baltimore and Richmond to disseminate accurate and foundational linguistic knowledge to educators of dialectally diverse students. Second, a set of 40 educator-consultants will work jointly with the PI to develop pedagogically sound and linguistically informed strategies for addressing variation in the speech and writing of their students using methods that have been developed by linguists but that are largely not known among most educators. Strategies include best practices for promoting awareness about language variation, for teaching about the systematic nature of language variation, and for using knowledge about the systematic nature of language variation to help students acquire Standardized English. Third, the PI will collect from the 40 educator-consultants a range of quantitative and qualitative data (from pre- and post-test surveys, participant-observations, short reflection responses, and in-depth interviews) to reveal what knowledge they gained from the workshop and how it might inform their language-related teaching strategies. Broader ImpactsThe joint empirical and applied nature of this project contributes to sociolinguistic and educational theory and practice. Findings will add to a small but critical body of literature that addresses not only what educators know about language variation but also how educators process this information and envision its use in their classrooms. The series of workshop trainings will aid educators in more fully integrating knowledge of language, literacy, and culture into their classrooms, thereby helping their students meet the linguistic requirements of academic and social success. NSF funding will allow for educator-consultants to travel to four school sites in Richmond and Baltimore to ensure that educator-consultants develop targeted solutions that are specific to their school environments. This funding will ensure that educators will be able to attend and fully participate in the workshops, regardless of their financial status. The grant will also provide materials to support all workshop participants and will support the development of a workshop-specific website to ensure broader educator access to the findings of the project. Results from this project will help linguists refine and implement future workshops to similarly connect with educators on the topic of language variation. The study lays the groundwork for sociolinguists and educators to work together in a more collaborative fashion to promote the educational attainment of nonstandardized English-speaking students. As the PI teaches in an undergraduate department, the award will also support the participation of undergraduate students in every aspect of the research.

智力MeritThis国家科学基金会社会，行为和经济科学少数博士后奖学金启动补助金资助一个项目的启动，旨在研究沟通有关语言变化的问题，K-12教育工作者的有效方法，并提供基础设施支持安妮哈珀慈善赫德利在她的助理教授在威廉和玛丽在威廉斯堡，弗吉尼亚州学院的位置。的博士后奖学金#512005评估听众如何判断年轻的非洲裔美国英语和东南部美国英语的声音沿着一系列的学术和社会特征。听众经常判断非裔美国人说英语的年轻人学术能力较差，他们的反应表明，许多教育工作者对英语内部的变化知之甚少。这些结果推动了这一后续项目，该项目探讨了使教育工作者了解语言差异和语言不容忍现实的方法。首先，PI将与巴尔的摩和里士满四所K-12学校的100名教育工作者合作举办研讨会，向方言多样化学生的教育工作者传播准确和基础的语言知识。第二，一组40名教育顾问将与PI合作，制定教学合理和语言学上知情的策略，使用语言学家开发的方法来解决学生的口语和写作差异，但大多数教育工作者都不知道。策略包括提高对语言变异的认识，教授语言变异的系统性，以及使用语言变异的系统性知识来帮助学生获得标准化英语的最佳实践。第三，PI将从40名教育顾问那里收集一系列定量和定性数据（来自测试前和测试后的调查，参与者观察，简短的反思反应和深入访谈），以揭示他们从研讨会中获得的知识以及如何为他们的语言相关教学策略提供信息。更广泛的影响这个项目的联合经验和应用性质有助于社会语言学和教育理论与实践。研究结果将增加一个小的，但关键的文学机构，不仅解决教育工作者知道语言的变化，但也如何教育工作者处理这些信息，并设想其在课堂上的使用。该系列讲习班培训将帮助教育工作者更充分地将语言，识字和文化知识融入课堂，从而帮助学生满足学术和社会成功的语言要求。NSF的资金将允许教育顾问前往里士满和巴尔的摩的四所学校，以确保教育顾问制定针对其学校环境的有针对性的解决方案。这笔资金将确保教育工作者能够出席并充分参与讲习班，无论其经济状况如何。赠款还将提供材料，支持所有讲习班参与者，并支持开发一个专门针对讲习班的网站，以确保更广泛的教育工作者能够获得项目的成果。该项目的结果将帮助语言学家完善和实施未来的研讨会，以类似的方式与教育工作者就语言变异的主题进行联系。该研究为社会语言学家和教育工作者以更加合作的方式共同努力，促进非标准化英语学生的教育成就奠定了基础。由于PI在本科部门授课，该奖项还将支持本科生参与研究的各个方面。