Code‐Switching Pedagogies and African American Student Voices: Acceptance and Resistance
dc.contributor.author | Hill, K. Dara | en_US |
dc.date.accessioned | 2011-12-05T18:34:43Z | |
dc.date.available | 2011-12-05T18:34:43Z | |
dc.date.issued | 2009-10 | en_US |
dc.identifier.citation | Hill, K. Dara (2009). "Code‐Switching Pedagogies and African American Student Voices: Acceptance and Resistance." Journal of Adolescent & Adult Literacy 53(2). <http://hdl.handle.net/2027.42/88094> | en_US |
dc.identifier.issn | 1081-3004 | en_US |
dc.identifier.issn | 1936-2706 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/88094 | |
dc.publisher | Blackwell Publishing Ltd | en_US |
dc.publisher | Wiley Periodicals, Inc. | en_US |
dc.subject.other | Topic | en_US |
dc.subject.other | Language Learners | en_US |
dc.subject.other | Code | en_US |
dc.subject.other | Motivation | en_US |
dc.subject.other | Self | en_US |
dc.subject.other | Methodology | en_US |
dc.subject.other | Case | en_US |
dc.subject.other | Ethnography | en_US |
dc.subject.other | Qualitative | en_US |
dc.subject.other | Strategies | en_US |
dc.subject.other | Writing | en_US |
dc.subject.other | Theoretical | en_US |
dc.subject.other | Linguistics | en_US |
dc.subject.other | Sociocultural | en_US |
dc.subject.other | Socioeconomic | en_US |
dc.subject.other | Sociolinguistic | en_US |
dc.subject.other | Writing | en_US |
dc.subject.other | Genre | en_US |
dc.subject.other | Grammar | en_US |
dc.subject.other | Purpose | en_US |
dc.subject.other | Style | en_US |
dc.subject.other | Useage | en_US |
dc.subject.other | Workshop | en_US |
dc.subject.other | Process | en_US |
dc.subject.other | Learner | en_US |
dc.subject.other | Adolescence | en_US |
dc.subject.other | Type | en_US |
dc.subject.other | Article | en_US |
dc.title | Code‐Switching Pedagogies and African American Student Voices: Acceptance and Resistance | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | University of Michigan‐Dearborn, USA | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/88094/1/JAAL.53.2.3.pdf | |
dc.identifier.doi | 10.1598/JAAL.53.2.3 | en_US |
dc.identifier.source | Journal of Adolescent & Adult Literacy | en_US |
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dc.identifier.citedreference | Delpit, L.D., & Dowdy, J.K. ( 2002 ). The skin that we speak: Thoughts on language and culture in the classroom. New York: The New Press. | en_US |
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dc.identifier.citedreference | Fecho, B., Davis, B., & Moore, R. ( 2006 ). Exploring race, language, and culture in critical literacy classrooms. In D.E. Alvermann, K.A. Hinchman, D.W. Moore, S.F. Phelps, & D.R. Waff (Eds.), Reconceptualizing the literacies in adolescents' lives ( 2nd ed., pp. 187 – 204 ). Mahwah, NJ: Erlbaum. | en_US |
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dc.identifier.citedreference | Miner, B. ( 1997 ). Embracing Ebonics and teaching Standard English: An interview with Oakland teacher Carrie Secret. Rethinking Schools Online, 12 ( 1 ). Retrieved June 1, 2008, from www.rethinkingschools.orgarchive1201ebsecret.shtml. | en_US |
dc.identifier.citedreference | Rickford, J.R. ( 1999 ). Language diversity and academic achievement in the education of African American students—An overview of the issues. In C.T. Adger, D. Christian, & O. Taylor (Eds.), Making the connection: Language and academic achievement among African American students (pp. 1 – 30 ). Washington, DC: Center for Applied Linguistics. | en_US |
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dc.identifier.citedreference | Wolfram, W. ( 1999 ). Repercussions from the Oakland Ebonics controversy—The critical role of dialect awareness programs. In C.T. Adger, D. Christian, & O. Taylor (Eds.), Making the connection: Language and academic achievement among African American students (pp. 61 – 80 ). Washington, DC: Center for Applied Linguistics. | en_US |
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dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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