“So Is it a Noun or a Verb?”: Examining Discourses of Classroom Language Teaching and Development
This article examines goals for students’ language growth in school, beginning with the State of California’s definition of ‘standard American English’ and other conceptions of ‘academic English’ and ‘codes of power’. The final argument, based on socio-cultural and dialogic perspectives, offers an updated framework for exploring the teaching of ‘standard English’ in the classroom. The theories promoted here provide space for discussion of the role of student identity and agency, and suggest possible changes in State standards and changes in how researchers and teachers view the teaching and learning of ‘standard English’.
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Document Type: Research Article
Affiliations: University of California, Berkeley
Publication date: 01 January 2003
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