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“So Is it a Noun or a Verb?”: Examining Discourses of Classroom Language Teaching and Development

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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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Keywords: linguistic codes; sociocultural factors; standard English; teaching English

Document Type: Research Article

Affiliations: University of California, Berkeley

Publication date: 01 January 2003

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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