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51ΑΤΖζ

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Composite of four book covers β€” 'Affirming Students' Right to Their Own Language: Bridging Language Policies and Pedagogical Practices' (edited by Jerrie Cobb Scott, Dolores Y. Straker, and Laurie Katz), 'African American Literacies Unleashed: Vernacular English and the Composition Classroom' by Arnetha F. Ball and Ted Lardner, 'Code-Meshing as World English: Pedagogy, Policy, Performance' (edited by Vershawn Ashanti Young and Aja Y. Martinez), and 'African American, Creole, and Other Vernacular Englishes in Education: A Bibliographic Resource' by John R. Rickford and others β€” arranged in a row above the multicolored African American Read-In stick-figure and stacked-books logo

Celebrate the African American Read-In with Books by These 51ΑΤΖζ-Published Authors

51ΑΤΖζ Classroom Resources

The Μύis a groundbreaking effort to encourage communities to read together, centering African American books and authors.ΜύIt was established in 1990 by the Black Caucus of the 51ΑΤΖζ Council of Teachers of English to make literacy a significant part of Black History Month. This initiative has reached more than 6 million participants around the world.

While much of the focus of the African American Read-In are novels and trade books, let’s kick off this month looking at .

Confronting educational inequality, the 51ΑΤΖζ Council of Teachers of English proposed the β€œβ€ (SRTOL) Act in 1974. This resolution begins: β€œWe affirm the students’ right to their own patterns and varieties of language – the dialects of their nurture or whatever dialects in which they find their own identity and style . . . ” (p. 9). This resolution was reaffirmed in 2003 due to its contemporary relevance. As an anniversary publication, is devoted to examining the results of the resolution, to strengthening the connection between pedagogy and policy, and to drawing attention to language ideologies.

 

Μύapproaches the issue of African American Vernacular English (AAVE) in terms of teacher knowledge and prevailing attitudes, and it attempts to change current pedagogical approaches with a highly readable combination of traditional academic discourse and personal narratives. Read more in this review of “Μύfor US English Composition.”

See also  New Year Brings New Ways to Connect with 51ΑΤΖζ

 

includes more than 1,600 references on education in relation to African American Vernacular English (AAVE), English-based pidgins and creoles, Latina/o English, Native American English, and other English vernaculars.ΜύRead a from Teachers College Record.

 

A collected volume of original essays, , presents code meshing (blending dialects and languages with standard English) as the better pedagogical alternative to code switching (shifting between dialects or languages in different settings) in teaching literacy to diverse learners.ΜύIn , editor Vershawn Ashanti Young discusses and defines code-meshing.

 

Come back next week as we continue to look at 51ΑΤΖζ texts during the African American Read-In.