9 Critical Language Pedagogy: Interrogating Language, Dialects, and Power in Teacher Educa- tion demonstrates how critical approaches to language and dialects are an essential part of social justice work in literacy education. The text details the largest and most comprehensive study ever conducted on teachers’ language beliefs and learning C about dialects, power, and identity. It describes the experiences of over 300 pre- and R I in-service teachers from across the United States who participated in a course on T I how to enact Critical Language Pedagogy in their English classrooms. C A Through detailed analyses and descriptions, the authors demonstrate how the course L changed teachers’ beliefs about language, literacy, and their students. The book also L presents information about the effectiveness of the mini-course, variations in the A responses of teachers from different regions of the United States, and the varying N language beliefs of teachers of color and White teachers. The authors present the G entire mini-course so that readers can incorporate it into their own classes, making U A the book practical as well as informative for teachers, teacher educators, and educa- G tional researchers. E Critical Language Pedagogy: Interrogating Language, Dialects, and Power in Teacher Educa- P tion provides a much-needed theoretical explanation of Critical Language Pedagogy E D and, just as importantly, a detailed description of teacher learning and a Critical Lan- A guage Pedagogy curriculum that readers can use in K-12, college, and teacher educa- G tion classrooms. O G AMANDA J. GODLEY, Ph.D., is Professor of English Education and Y Language, Literacy and Culture at the University of Pittsburgh. A former English teacher, she researches issues of equity and litera- cy learning in high school English classrooms. G O D L E Y JEFFREY REASER, Ph.D., is Professor of English at North Carolina A CRITICAL LANGUAGE PEDAGOGY State University where he directs the secondary English education N D program and serves as Associate Director of the Language and Life R Project. His work includes the award-winning book Talkin’ Tar Heel E A and Dialects at School. S E R Interrogating Language, Dialects, and Power in Teacher Education www.peterlang.com P E T E R L A NG AMANDA J. GODLEY JEFFREY REASER AND Cover image: ©iStock.com/Kubkoo 9 Critical Language Pedagogy: Interrogating Language, Dialects, and Power in Teacher Educa- tion demonstrates how critical approaches to language and dialects are an essential part of social justice work in literacy education. The text details the largest and most comprehensive study ever conducted on teachers’ language beliefs and learning C about dialects, power, and identity. It describes the experiences of over 300 pre- and R I in-service teachers from across the United States who participated in a course on T I how to enact Critical Language Pedagogy in their English classrooms. C A Through detailed analyses and descriptions, the authors demonstrate how the course L changed teachers’ beliefs about language, literacy, and their students. The book also L presents information about the effectiveness of the mini-course, variations in the A responses of teachers from different regions of the United States, and the varying N language beliefs of teachers of color and White teachers. The authors present the G entire mini-course so that readers can incorporate it into their own classes, making U A the book practical as well as informative for teachers, teacher educators, and educa- G tional researchers. E Critical Language Pedagogy: Interrogating Language, Dialects, and Power in Teacher Educa- P tion provides a much-needed theoretical explanation of Critical Language Pedagogy E D and, just as importantly, a detailed description of teacher learning and a Critical Lan- A guage Pedagogy curriculum that readers can use in K-12, college, and teacher educa- G tion classrooms. O G AMANDA J. GODLEY, Ph.D., is Professor of English Education and Y Language, Literacy and Culture at the University of Pittsburgh. A former English teacher, she researches issues of equity and litera- cy learning in high school English classrooms. G O D L E Y JEFFREY REASER, Ph.D., is Professor of English at North Carolina A CRITICAL LANGUAGE PEDAGOGY State University where he directs the secondary English education N D program and serves as Associate Director of the Language and Life R Project. His work includes the award-winning book Talkin’ Tar Heel E A and Dialects at School. S E R Interrogating Language, Dialects, and Power in Teacher Education www.peterlang.com P E T E R L A NG AMANDA J. GODLEY JEFFREY REASER AND Cover image: ©iStock.com/Kubkoo ADVANCE PRAISE FOR Critical Language Pedagogy “This is an eloquently written and inspiring book about language and power in schools and classrooms. This book is a gift—a real gem—for teacher educators and teachers committed to disrupting injustice and building on the many linguistic assets of students. The authors insist that we reconsider what we believe we know, redesign our curriculum practices, rethink our pedagogical moves, and reimagine our discursive interactions in order to honor and cultivate diverse identity spaces. A welcome addition to the literature, the book reminds us that White teachers can and must be prepared to teach for language equity, justice, and humanity.” —H. Richard Milner IV, Helen Faison Professor of Urban Education, University of Pittsburgh “The Critical Language Pedagogy curriculum is timely and necessary for college and middle- to high-school curricula. The authors do a magnificent job of creating a curriculum that teachers are hungry for and students need. When I attend conferences with practitioners, they often buy the message but want to know how to implement it. This book does that and more. Readers should walk away determining when to implement the Critical Language Pedagogy curriculum in their teaching. I know I will.” —Sonja L. Lanehart, Professor and Brackenridge Endowed Chair in Literature and the Humanities, University of Texas at San Antonio, and Author of Sista, Speak!: Black Women Kinfolk Talk about Language and Literacy “Amanda J. Godley and Jeffrey Reaser have not only developed a wonderful, sociolinguisically informed resource for teachers in their Critical Language Pedagogy (CLP) curriculum, but they have field-tested it with 301 teachers from a variety of racial and regional backgrounds. The feedback they report in this book will be invaluable in refining CLP for future iterations, and for helping teachers and researchers who want to attempt similar lesson plans on their own. This highly innovative book fulfills a real need for those working at the nexus of linguistics and education.” —John R. Rickford, Professor of Linguistics and the Humanities at Stanford University, Past President of the Linguistic Society of America, and Co-author of the Award-winning Spoken Soul: The Story of Black English Critical Language Pedagogy sj Miller & Leslie David Burns G E N E R A L E D I T O RS Vol. 9 The Social Justice Across Contexts in Education series is part of the Peter Lang Education list. Every volume is peer reviewed and meets the highest quality standards for content and production. PETER LANG New York  Bern  Berlin Brussels  Vienna  Oxford  Warsaw Amanda J. Godley and Jeffrey Reaser Critical Language Pedagogy Interrogating Language, Dialects, and Power in Teacher Education PETER LANG New York  Bern  Berlin Brussels  Vienna  Oxford  Warsaw Library of Congress Cataloging-in-Publication Control Number: 2017052909 Bibliographic information published by Die Deutsche Nationalbibliothek. Die Deutsche Nationalbibliothek lists this publication in the “Deutsche Nationalbibliografie”; detailed bibliographic data are available on the Internet at http://dnb.d-nb.de/. ISBN 978-1-4331-5303-7 (hardcover) ISBN 978-1-4331-5305-1 (paperback) ISBN 978-1-4331-5306-8 (ebook pdf) ISBN 978-1-4331-5307-5 (epub) ISBN 978-1-4331-5308-2 (mobi) DOI 10.3726/b13148 © 2018 Peter Lang Publishing, Inc., New York 29 Broadway, 18th floor, New York, NY 10006 www.peterlang.com All rights reserved. Reprint or reproduction, even partially, in all forms such as microfilm, xerography, microfiche, microcard, and offset strictly prohibited. table of contents List of Tables xi Foreword: Moving beyond Uncritical, Conformist, and Assimilationist Models of Language Pedagogy xiii Acknowledgments xxi List of Abbreviations xxiii Chapter 1: Introduction 1 Linguistic and Sociolinguistic Research on Dialects 5 The Racial, Cultural and Linguistic Landscape of U.S. Schools 13 Dialects and Language Ideologies in Schools 13 Instruction on Dialect Diversity 16 Code-Switching and Contrastive Analysis 17 Code-Meshing and Identity 19 Socio-Historical Approaches 20 Critical Language Pedagogy 21 Overview of the Following Chapters 24 Notes 25 References 25 vi critical language pedagogy Chapter 2: The Critical Language Pedagogy Curriculum 31 The Design of the Critical Language Pedagogy Mini-Course 32 Content Knowledge 32 Pedagogical Content Knowledge 33 Challenging Current Beliefs 34 Mini-Course Topics 35 The Complete Curriculum 36 Introduction to the Mini-Course 37 Module 1: Teaching about Dialects in Literature 41 Introduction to Module 1 41 CCSS Addressed 42 Opening Scenario 42 Readings and Assignments 43 Day 1 43 Day 2 44 Module 2: Addressing Vernacular Dialects in Student Writing and Talk 44 Introduction to Module 2 44 CCSS Addressed 45 Opening Scenario 45 Readings and Assignments 46 Day 1 46 Day 2 47 Reading 1: Talking about Language Variation with Your Students 49 Reading 2: Discovering Dialect Patterns: A Special Use of BE in African American English 52 Reading 3: Errors in Student Writing 54 Module 3: Students’ Investigations of Identity and Variation in Their Own Language 58 Introduction to Module 3 58 CCSS Addressed 60 Opening Scenario 60 Readings and Assignments 60 Day 1 60 Day 2 62