東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

"Stop killing my vibe": A critical l...

Baker-Bell, April.

Linked to FindBook

Google Book

Amazon

博客來

"Stop killing my vibe": A critical language pedagogy for speakers of African American Language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Stop killing my vibe": A critical language pedagogy for speakers of African American Language./
Author:	Baker-Bell, April.
Description:	185 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3631263
ISBN:	9781321096781

"Stop killing my vibe": A critical language pedagogy for speakers of African American Language.
Baker-Bell, April.

"Stop killing my vibe": A critical language pedagogy for speakers of African American Language. - 185 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2014.

Black and Brown students face an abysmal threat not only in classrooms but in the world because of how they have been trained to understand themselves in and through their language. Within communities and schools, students who communicate in African American Language (AAL) encounter negative messages that suggest that their language is deficient, inferior, wrong, and unintelligent. This study reveals the consequences AAL-speaking students faced when using their language in academic and non-academic contexts. It also reveals how these students responded to a critical language pedagogical innovation. In particular, I explored how AAL-speaking students in two ninth grade English Language Arts classrooms understood themselves linguistically across multiple contexts and to determine if their engagement with a Critical Language Pedagogy (CLP) could transform their unfavorable attitudes toward AAL. Based on findings from this study, I drew the following conclusions: (1) the students understood AAL to be a linguistic resource with associated consequences in their everyday lives, (2) the students resisted and held negative attitudes toward AAL before the CLP innovation, and (3) the students' responses following their engagement with the CLP suggested that the innovation impacted their attitudes in important and dramatic ways.

ISBN: 9781321096781Subjects--Topical Terms:

643551
Language.

"Stop killing my vibe": A critical language pedagogy for speakers of African American Language.
LDR:02297nmm a2200313 4500 001 2065870
005 20151205152711.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321096781
035 $a (MiAaPQ)AAI3631263
035 $a AAI3631263
040 $a MiAaPQ $c MiAaPQ
100 1 $a Baker-Bell, April. $3 3180613
245 1 0 $a "Stop killing my vibe": A critical language pedagogy for speakers of African American Language.
300 $a 185 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: David E. Kirkland.
502 $a Thesis (Ph.D.)--Michigan State University, 2014.
520 $a Black and Brown students face an abysmal threat not only in classrooms but in the world because of how they have been trained to understand themselves in and through their language. Within communities and schools, students who communicate in African American Language (AAL) encounter negative messages that suggest that their language is deficient, inferior, wrong, and unintelligent. This study reveals the consequences AAL-speaking students faced when using their language in academic and non-academic contexts. It also reveals how these students responded to a critical language pedagogical innovation. In particular, I explored how AAL-speaking students in two ninth grade English Language Arts classrooms understood themselves linguistically across multiple contexts and to determine if their engagement with a Critical Language Pedagogy (CLP) could transform their unfavorable attitudes toward AAL. Based on findings from this study, I drew the following conclusions: (1) the students understood AAL to be a linguistic resource with associated consequences in their everyday lives, (2) the students resisted and held negative attitudes toward AAL before the CLP innovation, and (3) the students' responses following their engagement with the CLP suggested that the innovation impacted their attitudes in important and dramatic ways.
590 $a School code: 0128.
650 4 $a Language. $3 643551
650 4 $a African American studies. $3 2122686
650 4 $a Black studies. $3 2122689
650 4 $a Modern language. $3 3174390
650 4 $a Language arts. $3 532624
690 $a 0679
690 $a 0296
690 $a 0325
690 $a 0291
690 $a 0279
710 2 $a Michigan State University. $b Rhetoric and Writing. $3 1678380
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0128
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3631263