Title: 

Code-Switching: Teaching Standard English in Urban Classrooms

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Author:

Rebecca S. Wheeler and Rachel Swords

Call No:

LB1576 W4858

"Building on the linguistic knowledge that children bring to school becomes the focus of this book, which advocates the use of "code-switching" to enable students to add another linguistic code - Standard English - to their linguistic toolbox.

Rather than drill the idea of "Standard English" into students by labeling their home language as "wrong", the authors recommend teaching students to recognize the grammatical differences between home speech and school speech so that they are then able to choose the language style most appropriate to the time, place, audience, and communicative purpose.

University researcher Rebecca Wheeler and urban elementary teacher Rachel Wheeler and urban elementary teacher Rachel Swords offer a practical, hands-on guide to code-switching, providing teachers with step-by-step instructions and numerous code-switching charts that can be reproduced for classroom use."

Anne Ruggles Gere & Peter Shaheen

"This new volume in NCTE's popular Classroom Practices in Teaching English series offers classroom-tested ideas for helping students explore the crucial issues suggested in the book's title: how literature and "the canon" are made, what the term American means, and how the phrase "American literature" obscures the presence of multiple literatures that are both individually compelling and mutually enriching. These issues are considered in nineteen chapters addressing five major themes:

• working creatively with and against anthologies;

• evolving one's practice by listening to students;

• helping students use critical reading and writing to situate themselves in the world;

• using literary pairings to enrich the study of "classis" and contemporary texts;

• meeting the challenges of, and getting the most from, professional development and curriculum revision."

4th

Joan Bouza Koster

"This newly expanded edition addresses the teaching of music, creative movement, drama, and visual art to children from infancy to age eight. Ongoing research on the brain has demonstrated the importance of including all the arts in the education of young children. Early arts experiences have been shown to improve children's ability to process information, literally changing the brain. Although each of the arts contributes in its own unique way to brain development, the arts have the most poowerful effect when taught in concert and at the earliest ages."