It’s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. Language Diversity in the Classroom: From Intention to Practice works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.
Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.
All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students’ own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a “standard English,” advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country’s diverse dialects, languages, and literatures.
Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi` Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.
The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity.
Love and Good Reasons combines postliberal narrative theology—especially Stanley Hauerwas’s Christian ethics and Alasdair MacIntyre’s idea of traditional inquiry—with recent scholarship in literature and ethics including the work of Martha Nussbaum, J. Hillis Miller, Wayne Booth, Jeffrey Stout, and Richard Rorty. Oehlschlaeger offers detailed readings of literature by five major authors—Herman Melville, Jane Austen, Anthony Trollope, Henry James, and Stephen Crane. He examines their works in light of biblical scripture and the grand narratives of Israel, Jesus, and the Church. Discussing the role of religion in contemporary higher education, Oehlschlaeger shares his own experiences of teaching literature from a religious perspective at a state university.
Lyric Interventions explores linguistically innovative poetry by contemporary women in North America and Britain whose experiments give rise to fresh feminist readings of the lyric subject. The works discussed by Linda Kinnahan explore the lyric subject in relation to the social: an “I” as a product of social discourse and as a conduit for change.
Contributing to discussions of language-oriented poetries through its focus on women writers and feminist perspectives, this study of lyric experimentation brings attention to the cultural contexts of nation, gender, and race as they significantly shift the terms by which the “experimental” is produced, defined, and understood.
This study focuses upon lyric intervention in distinct but related spheres as they link public and ideological norms of identity. Firstly, lyric innovations with visual and spatial realms of cultural practice and meaning, particularly as they naturalize ideologies of gender and race in North America and the post-colonial legacies of the Caribbean, are investigated in the works of Barbara Guest, Kathleen Fraser, Erica Hunt, and M. Nourbese Philip. Secondly, experimental engagements with nationalist rhetorics of identity, marking the works of Carol Ann Duffy, Denise Riley, Wendy Mulford, and Geraldine Monk, are explored in relation to contemporary evocations of “self” in Britain. And thirdly, in discussions of all of the poets, but particularly accenuated in regard to Guest, Fraser, Riley, Mulford, and Monk, formal experimentation with the lyric “I” is considered through gendered encounters with critical and avant-garde discourses of poetics.
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