Stigmatized and standardized varieties in the classroom: Interference or separation?

TESOL Quarterly

Volumn 33, Issue 4, 1999, Pages 701-728

  Siegel, Jeff ^a  

^a UNIVERSITY OF NEW ENGLAND   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 19944411966     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.2307/3587883     Document Type: Article

References (123)

1. Actouka, M., & Lai, M. K. (1989). Project Holopono, evaluation report, 1987-1988. Honolulu: University of Hawai'i, College of Education, Curriculum Research and Development Group.
2. Afaga, L. B., & Lai, M. K. (1994). Project Akamai, evaluation report, 1992-93, Year four. Honolulu: University of Hawai'i, College of Education, Curriculum Research and Development Group.
3. Allen, V. F. (1969). Teaching Standard English as a second dialect. Florida FL Reporter, 7(1), 123-129, 164.
4. Anderson, E. (1977). Black American English: A survey of its origins and development and its use in the teaching of composition. (ERIC Document Reproduction Service No. ED 130 726)
5. Baratz, J. C. (1969). Teaching reading in an urban Negro school system. In J. C. Baratz & R. W. Shuy (Eds.), Teaching Black children to read (pp. 92-116). Washington, DC: Center for Applied Linguistics.
6. Barbour, S. (1987). Dialects and the teaching of standard language: Some West German work. Language in Society, 16, 227-244.
7. Berry, R., & Hudson, J. (1997). Making the jump: A resource book for teachers of Aboriginal students. Broome, Australia: Catholic Education Office, Kimberley Region.
8. Bialystock, E. (1994). Representation and ways of knowing: Three issues in second language acquisition. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 549-569). London: Academic Press.
9. Bickerton, D. (1988). Instead of the cult of personality . . . . The Carrier Pidgin, 16(3), 2-3.
10. Bull, T. (1990). Teaching school beginners to read and write in the vernacular. In E. H. Jahr & O. Lorentz (Eds.), Tromsø linguistics in the eighties (Tromsø Studies in Linguistics 11, pp. 69-84). Oslo, Norway: Novus Press.
11. Campbell, E. D. (1994). Empowerment through bidialectalism. (ERIC Document Reproduction Service No. ED 386 034)
12. Carroll, W. S., & Feigenbaum, I. (1967). Teaching a second dialect and some implications for TESOL. TESOL Quarterly, 1, 31-39.
13. Charpentier, J.-M. (1997). Literacy in a pidgin vernacular. In A. Tabouret-Keller, R. B. LePage, P. Gardner-Chloros, & G. Varro (Eds.), Vernacular literacy: A re-evaluation (pp. 222-245). Oxford: Clarendon Press.
14. Cheshire, J. (1982). Dialect features and linguistic conflict in schools. Educational Review, 14(1), 53-67.
15. Ching, D. C. (1963). Effects of a six month remedial English program on oral, writing, and reading skills of third grade Hawaiian bilingual children. Journal of Experimental Education, 32, 133-145.
16. Collier, V. P. (1992). A synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16, 187-212.
17. Craig, D. (1966). Teaching English to Jamaican Creole speakers: A model of a multi-dialect situation. Language Learning, 16, 49-61.
18. Craig, D. (1976). Bidialectal education: Creole and standard in the West Indies. International Journal of the Sociology of Language, 8, 93-134.
19. Craig, D. (1983). Teaching Standard English to nonstandard speakers: Some methodological issues. Journal of Negro Education, 52, 65-74.
20. Craig, D. (1998, March). "Afta yu loan dem fi riid an rail dem Kriiyol, den wa muo?" Creole and the teaching of the lexifier language. Paper presented at the Third International Creole Workshop, Miami, FL.
21. Crowley, D. P. (1968). The Keaukaha model for mainstream dialect instruction. Language Learning, 18, 125-138.
22. Cullinan, B. E., Jagger, A. M., & Strickland, D. S. (1974). Language expansion for Black children in the primary grades: A research report. Young Children, 24, 98-112.
23. Cummins, J. (1993). Bilingualism and second language learning. Annual Review of Applied Linguistics, 13, 51-70.
24. Davidson, C., & Schwartz, R. G. (1995). Semantic boundaries in the lexicon: Examples from Jamaican patois. Linguistics and Education, 7, 47-64.
25. Day, R. R. (1989). The acquisition and maintenance of language by minority children. Language Learning, 29, 295-303.
26. de Bot, K. (1992). A bilingual production model: Levelt's "Speaking" Model adapted. Applied Linguistics, 13, 1-24.
27. de Bot, K., & Schreuder, R. (1993). Word production and the bilingual lexicon. In R. Schreuder & B. Weltens (Eds.), The bilingual lexicon (pp. 191-214). Amsterdam: John Benjamins.
28. Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.
29. Doughty, C., & Williams, J. (Eds.). (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
30. Dulay, H., & Burt, M. (1973). Should we teach children syntax? Language Learning, 23, 245-258.
31. Edwards, V. (1979). The West Indian language issue in British schools: Challenges and responses. London: Routledge & Kegan Paul.
32. Ellis, R. (1994a). The study of second language acquisition. Oxford: Oxford University Press.
33. Ellis, R. (1994b). A theory of instructed second language acquisition. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 79-114). London: Academic Press.
34. Elsasser, N., & Irvine, P. (1987). English and Creole: The dialectics of choice in a college writing program. In I. Shor (Ed.), Freire for the classroom: A sourcebook for literacy teaching (pp. 129-149). Portsmouth, MA: Boynton/Cook.
35. Feigenbaum, I. (1969). Using foreign language methodology to teach Standard English: Evaluation and adaptation. Florida FL Reporter, 7, 116-122, 156-157.
36. Feigenbaum, I. (1970). The use of nonstandard English in teaching standard: Contrast and comparison. In R. W. Fasold & R. W. Shuy (Eds.), Teaching Standard English in the inner city (pp. 87-104). Washington, DC: Center for Applied Linguistics.
37. Feldman, C. F., Stone, A., & Renderer, B. (1990). Stage, transfer, and academic achievement in dialect-speaking Hawaiian adolescents. Child Development, 61, 472-484.
38. Fischer, K. (1992a). Educating speakers of Caribbean English in the United States. In J. Siegel (Ed.), Pidgins, creoles and nonstandard dialects in education (pp. 99-123). Melbourne: Applied Linguistics Association of Australia.
39. Fischer, K. (1992b). [Report]. Pidgins and Creoles in Education (PACE) Newsletter, 3, 1.
40. Giesbers, H., Kroon, S., & Liebrand, R. (1988). Bidialectalism and primary school achievement in a Dutch dialect area. Language and Education, 2(2), 77-93.
41. Green, D. W. (1986). Control, activation and resource: A framework and a model for the control of speech in bilinguals. Brain and Language, 27, 210-223.
42. Grosjean, F. (1997). Processing mixed languages: Issues, findings, and models. In A. M. B. de Groot & J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 225-254). Mahwah, NJ: Erlbaum.
43. Hagerman, B. P. (1970). Teaching standard English as a second dialect to speakers of nonstandard English in high school business education: Final report. Washington, DC: Department of Health, Education and Welfare, Office of Education, Bureau of Research. (ERIC Document Reproduction Service No. ED 038 639)
44. Harris-Wright, K. (1999). Enhancing bidialectalism in urban African American students. In C. T. Adger, D. Christian, & O. Taylor (Eds.), Making the connection: Language and academic achievement among African American students: Proceedings of a conference of the Coalition on Diversity in Education (pp. 53-60). McHenry, IL: Center for Applied Linguistics/Delta Systems.
45. Hartwell, P. (1980). Dialect interference in writing: A critical review. Research in the Teaching of English, 14, 101-118.
46. Hawkins, E. (1987). Awareness of language: An introduction (Rev. ed.). Cambridge: Cambridge University Press.
47. Hoover, M. R. (1991). Using the ethnography of African-American communication in teaching composition to bidialectal students. In M. E. McGroarty & C. J. Faltis (Eds.), Languages in school and society (pp. 465-485). Berlin: Mouton de Gruyter.
48. Hormann, B. (1947). Speech, prejudice, and the schools in Hawaii. Social Process in Hawaii, 11, 74-80.
49. Jagger, A. M., & Cullinan, B. E. (1974). Teaching standard English to achieve bidialectalism: Problems with current practices. Florida FL Reporter, 12, 63-70.
50. James, C. (1992). Awareness, consciousness and language contrast. In C. Mair & M. Markus (Eds.), New departures in contrastive linguistics (Vol. 2, pp. 183-198). Innsbruck, Austria: Universität Innsbruck, Institüt für Anglistik.
51. James, C. (1996). Mother tongue use in bilingual/bidialectal education: Implication for Bruneian Duibahasa. Journal of Multilingual and Multicultural Development, 17, 248-257.
52. James, C., & Garrett, P. (Eds.). (1991). Language awareness in the classroom. London: Longman.
53. Johnson, K. R. (1969). Pedagogical problems of using second language techniques for teaching Standard English to speakers of nonstandard Negro dialect. Florida FL Reporter, 7, 75-78, 154.
54. Kellerman, E. (1977). Towards a characterization of the strategies of transfer in second language learning. Interlanguage Studies Bulletin, 2, 58-145.
55. Kellerman, E. (1979). Transfer and non-transfer: Where are we now? Studies in Second Language Acquisition, 2, 37-57.
56. Kephart, R. F. (1985). "It have more soft words": A study of Creole English and reading in Carriacou, Grenada. Doctoral dissertation, University of Florida, Gainesville. (University Microfilms No. 8606724)
57. Kephart, R. F. (1992a). Dissertation abstract. Pidgins and Creoles in Education (PACE) Newsletter, 3, 8.
58. Kephart, R. F. (1992b). Reading creole English does not destroy your brain cells! In J. Siegel (Ed.), Pidgins, creoles and nonstandard dialects in education (pp. 67-86). Melbourne: Applied Linguistics Association of Australia.
59. Labov, W. (1969). The logic of nonstandard English. In J. Alatis (Ed.), Linguistics and the teaching of Standard English (pp. 1-44). Washington, DC: Georgetown University Press.
60. Labov, W. (1995). Can reading failure be reversed? A linguistic approach to the question. In V. L. Gadsden &: D. A. Wagner (Eds.), Literacy among African-American youth (pp. 39-68). Cresskill, NJ: Hampton Press.
61. Leaverton, L. (1973). Dialectal readers: Rationale, use and value. In J. L. Laffey & R. Shuy (Eds.), Language differences: Do they interfere? (pp. 114-126). Newark, DE: International Reading Association.
62. Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press.
63. Lin, S.-S. C. (1965). Pattern practice in the teaching of standard English to students with a non- standard dialect. New York: Teachers College, Columbia University.
64. Long, M. H. (1998). Focus on form in task-based language teaching. University of Hawai'i Working Papers in English as a Second Language, 16(2), 35-49.
65. Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). Cambridge: Cambridge University Press.
66. Los Angeles Unified School District & LeMoine, N. (1999). English for your success: Handbook of successful strategies for educators. Maywood, NJ: Peoples Publishing.
67. Mackey, W. F. (1978). The importation of bilingual education models. In J. E. Alatis (Ed.), Georgetown University Round Table on Language and Linguistics: International dimensions of bilingual education (pp. 1-18). Washington, DC: Georgetown University Press.
68. Menacker, T. (1998a). Second language acquisition for languages with minimal distance. Unpublished paper, University of Hawai'i, Department of English as a Second Language.
69. Menacker, T. (1998b). A visit to CAP. Pidgins and Creoles in Education (PACE) Newsletter, 9, 3-4.
70. Murtagh, E. J. (1982). Creole and English as languages of instruction in bilingual education with Aboriginal Australians: Some research findings. International Journal of the Sociology of Language, 36, 15-33.
71. Nero, S. J. (1997a). English is my native language . . . or so I believe. TESOL Quarterly, 31, 585-592.
72. Nero, S. J. (1997b). ESL or ESD? Teaching English to Caribbean English speakers. TESOL Journal, 7(2), 6-10.
73. Österberg, T. (1961). Bilingualism and the first school language: An educational problem illustrated by results from a Swedish language area. Umeå, Sweden: Västernbottens Tryckeri.
74. Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism and SLA. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 393-419). London: Academic Press.
75. Paradis, M. (1997). The cognitive neuropsychology of bilingualism. In A. M. B. de Groot & J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 331-354). Mahwah, NJ: Erlbaum.
76. Peterson, R. O., Chuck, H. C., & Coladarci, A. P. (1969). Teaching standard English as a second dialect to primary school children in Hilo, Hawaii (Final Report, Project No. 5-0692). Washington, DC: U.S. Department of Health, Education, and Welfare, Office of Education, Bureau of Research.
77. Piestrup, A. M. (1973). Black dialect interference and accommodation of reading instruction in first grade (Monographs of the Language-Behavior Research Laboratory No. 4). Berkeley: University of California.
78. Politzer, R. L. (1973). Problems in applying foreign language teaching methods to the teaching of standard English as a second dialect. In J. S. DeStefano (Ed.), Language, society, and education: A profile of Black English (pp. 238-250). Worthington, OH: Jones.
79. Poulisse, N. (1997). Language production in bilinguals. In A. M. B. de Groot & J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 201-224). Mahwah, NJ: Erlbaum.
80. Ravel, J.-L., & Thomas, P. (1985). État de la réforme de l'enseignement aux Seychelles (1981-1985) [The state of teaching reform in Seychelles (1981-1985)]. Paris: Ministère des Relations Extérieures, Coopération, et Développement.
81. Reed, C. E. (1973). Adapting TESL approaches to the teaching of written Standard English as a second dialect to speakers of American Black English Vernacular. TESOL Quarterly, 3, 289-307.
82. Rickford, J. R. (1997). The evolution of the Ebonics issue. Pidgins and Creoles in Education (PACE) Newsletter, 8, 8-10.
83. Rickford, J. R. (1999). African American Vernacular English: Features, evolution, educational implications. Oxford: Blackwell.
84. Rickford, J. R., & Rickford, A. E. (1995). Dialect readers revisited. Linguistics and Education, 7, 107-28.
85. Ringbom, H. (1978). The influence of the mother tongue on the translation of lexical items. Interlanguage Studies Bulletin, 3, 80-101.
86. Ringbom, H. (1987). The role of the first language in foreign language learning. Clevedon, England: Multilingual Matters.
87. Rosenberg, P. (1989). Dialect and education in West Germany. In J. Cheshire, V. Edwards, H. Münstermann, & B. J. Weltens (Eds.), Dialect and education: Some European perspectives (pp. 62-93). Clevedon, England: Multilingual Matters.
88. Rynkofs, J. T. (1993). Culturally responsive talk between a second grade teacher and Hawaiian children during writing workshop. Unpublished doctoral dissertation, University of New Hampshire, Durham.
89. Sato, C. J. (1989). A nonstandard approach to Standard English. TESOL Quarterly, 23, 259-282.
90. Scherloh, J. M. (1991). Teaching standard English usage: A dialect-based approach. Adult Learning, 2(5), 20-22.
91. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
92. Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226.
93. Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 165-209). London: Academic Press.
94. Schmidt, R., & Frota, S. N. (1986). Developing basic conversational ability in a second language. In R. Day (Ed.), Talking to learn (pp. 237-326). Rowley, MA: Newbury House.
95. Scott, J. (1979). Black dialect and reading: Which differences make a difference? In R. E. Shafer (Ed.), Applied linguistics and reading (pp. 51-62). Newark, DE: International Reading Association.
96. Shuy, R. W. (1971). Social dialects: Teaching vs. learning. Florida FL Reporter, 9, 28-33, 55.
97. Siegel, J. (1992). Teaching initial literacy in a pidgin language: a preliminary evaluation. In J. Siegel (Ed.), Pidgins, creoles and nonstandard dialects in education (pp. 53-62). Melbourne: Applied Linguistics Association of Australia.
98. Siegel, J. (1997). Using a pidgin language in formal education: help or hindrance? Applied Linguistics, 18, 86-100.
99. Simpkins, G., & Simpkins, C. (1981). Cross-cultural approach to curriculum development. In G. Smitherman (Ed.), Black English and the education of Black children and youth (pp. 221-240). Detroit, MI: Wayne State University, Center for Black Studies.
100. Snow, C. E. (1990). Rationales for native language instruction: Evidence from research. In A. M. Padilla, H. H. Fairchild, & C. M. Valdez (Eds.), Bilingual education: Issues and strategies (pp. 60-74). Newbury Park, CA: Sage.
101. Stern, O. (1988). Divergence and convergence of dialects and standard from the perspective of the language learner. In P. Auer & A. di Luzio (Eds.), Variation and convergence: Studies in social dialectology (pp. 134-156). Berlin: Mouton de Gruyter.
102. Stewart, W. A. (1970). Foreign language teaching methods in quasi-foreign language situations. In R. W. Fasold & R. W. Shuy (Eds.), Teaching standard English in the inner city (pp. 1-19). Washington, DC: Center for Applied Linguistics.
103. Stijnen, S., & Vallen, T. (1989). The Kerkrade Project: Background, main findings and an explanation. In J. Cheshire, V. Edwards, H. Münstermann, & B. J. Weltens (Eds.), Dialect and education: Some European perspectives (pp. 139-153). Clevedon, England: Multilingual Matters.
104. Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge: Cambridge University Press.
105. Taylor, H. (1989). Standard English, Black English, and bidialectalism: A controversy. New York: Peter Lang.
106. Thomas, A. (1990). Language planning in Vanuatu. In R. B. Baldauf & A. Luke (Eds.), Language planning and education in Australia and the South Pacific (pp. 234-258). Clevedon, England: Multilingual Matters.
107. Thomas, W. P., & Collier, V. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.
108. Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16, 183-203.
109. UNESCO. (1968). The use of vernacular languages in education: The report of the UNESCO Meeting of Specialists, 1951. In J. A. Fishman (Ed.), Readings in the sociology of language (pp. 688-716). The Hague: Mouton.
110. Van den Hoogen, J., & Kuijper, H. (1992). The development phase of the Kerkrade Project. In J. Cheshire, V. Edwards, H. Münstermann, & B. J. Weltens (Eds.), Dialect and education: Some European perspectives (pp. 219-233). Clevedon, England: Multilingual Matters.
111. Venezky, R. L., & Chapman, R. S. (1973). Is learning to read dialect bound? In J. L. Laffey & R. Shuy (Eds.), Language differences: Do they interfere? (pp. 62-69). Newark, DE: International Reading Association.
112. Wiley, T. G. (1996). Literacy and language diversity in the United States. Washington, DC: Center for Applied Linguistics; McHenry, IL: Delta Systems.
113. Williams, A. (1989). Dialect in school written work. In J. Cheshire, V. Edwards, H. Münstermann, & B. J. Weltens (Eds.), Dialect and education: Some European perspectives (pp. 182-199). Clevedon, England: Multilingual Matters.
114. Williamson, J., & Hardman, F. (1997). Those terrible marks of the beast: Non-standard dialect and children's writing. Language and Education, 11, 287-299.
115. Winch, C., & Gingell, J. (1994). Dialect interference and difficulties with writing: An investigation in St. Lucian primary schools. Language and Education, 8, 157-182.
116. Winer, L. (1989). Variation and transfer in English Creole-Standard English language learning. In M. R. Eisenstein (Ed.), The dynamic interlanguage: Empirical studies in second language variation (pp. 155-173). New York: Plenum Press.
117. Winer, L. (1990). Orthographic standardization for Trinidad and Tobago: Linguistic and sociopolitical considerations. Language Problems and Language Planning, 14, 237-268.
118. Wolfram, W. (1994). Bidialectal literacy in the United States. In D. Spener (Ed.), Adult biliteracy in the United States (pp. 71-88). Washington, DC: Center for Applied Linguistics; McHenry, IL: Delta Systems.
119. Wolfram, W. (1998). Dialect awareness and the study of language. In A. Egan-Robertson & D. Bloome (Eds.), Students as researchers of culture and language in their own communities (pp. 167-190). Creskill, NJ: Hampton Press.
120. Wolfram, W., Adger, C., & Christian, D. (1999). Dialects in schools and communities. Mahwah, NJ: Erlbaum.
121. Wolfram, W., & Schilling-Estes, N. (1998). American English: Dialects and variation. Maiden, MA: Blackwell.
122. Wolfram, W., & Whiteman, M. (1971). The role of dialect interference in composition. Florida FL Reporter, 9, 34-38, 59.
123. Woutersen, M., Cox, A., Weltens, B., & de Bot, K. (1994). Lexical aspects of standard dialect bilingualism. Applied Psycholinguistics, 15, 447-473.