ERIC Number: EJ1390513
Record Type: Journal
Publication Date: 2023-Dec
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1081-3004
EISSN: EISSN-1936-2706
"Changing the Course of the Stream": A Retrospective Analysis of Artful Language Learning Opportunities
Journal of Adolescent & Adult Literacy, v67 n2 p74-84 Sep-Oct 2023
Historically, language instruction involving Black Language (BL) assumes a goal of eradication, particularly in school-sanctioned literacy practices. Language arts education for Black students must be liberatory, that is, antiracist and artful. The opportunities for English Language Arts (ELA) teachers to create, augment, and change the course of traditional ELA methods are abundant. In this article, the author takes up "inquiry as a stance" to provide a retrospective analysis of the implementation of two Artful Language Learning Opportunities (ALLOs) from an uncritical code-switching unit plan designed for 11th-grade students in 2011, and to offer ways that the ALLOs were (and could be) modified to center the dynamism that BL and thus disrupt White linguistic hegemony. This study's implications highlight the need to shift language instruction toward exploring critical concepts, embracing cultural pride, and incorporating equitable frameworks to empower students and transform teaching practices. By prioritizing the study of BL, educators can create inclusive learning environments that recognize and celebrate linguistic diversity, and, in doing so, understand that mastery in standardized English(es) is an inevitable outcome.
Descriptors: Language Arts, Grade 11, Code Switching (Language), Black Dialects, Blacks, Cultural Awareness, English Instruction, Inclusion, Language Usage
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A