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With a new Foreword by April Baker-Bell and a new Preface by Vershawn Ashanti Young and Y’Shanda Young-Rivera, Other People’s English: Code-Meshing, Code-Switching, and African American Literacy presents an empirically grounded argument for a new approach to teaching writing to diverse students in the English language arts classroom. Responding to advocates of the “code-switching” approach, four uniquely qualified authors make the case for “code-meshing”—allowing students to use standard English, African American English, and other Englishes in formal academic writing and classroom discussions. This practical resource translates theory into a concrete road map for pre- and inservice teachers who wish to use code-meshing in the classroom to extend students’ abilities as writers and thinkers and to foster inclusiveness and creativity. The text provides activities and examples from middle and high school as well as college and addresses the question of how to advocate for code-meshing with skeptical administrators, parents, and students. Other People’s English provides a rationale for the social and educational value of code-meshing, including answers to frequently asked questions about language variation. It also includes teaching tips and action plans for professional development workshops that address cultural prejudices.

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Publié par	Parlor Press, LLC
Date de parution	21 novembre 2018
Nombre de lectures	6
EAN13	9781643170442
Langue	English
Poids de l'ouvrage	2 Mo

Informations légales : prix de location à la page 0,0050€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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Code-Meshing, Code-Switching,
Young, Barret,
OTHER PEOPLE’S ENGLISH
Young-Rivera, & Lovejoy and African American Literacy
With a new Foreword by April Baker-Bell and a new Preface by Other
Vershawn Ashanti Young and Y’Shanda Young-Rivera, Other People’s
English: Code-Meshing, Code-Switching, and African American Literacy
presents an empirically grounded argument for a new approach to People’s
teaching writing to diverse students in the English language arts
classroom. Responding to advocates of the “code-switching”
approach, four uniquely qualifed authors make the case for “code- English
meshing”—allowing students to use standard English, African
American English, and other Englishes in formal academic writing and
classroom discussions. This practical resource translates theory into
a concrete road map for pre- and inservice teachers who wish to
use code-meshing in the classroom to extend students’ abilities as
writers and thinkers and to foster inclusiveness and creativity. The
text provides activities and examples from middle and high school as
well as college and addresses the question of how to advocate for
code-meshing with skeptical administrators, parents, and students.
Other People’s English provides a rationale for the social and
educational value of code-meshing, including answers to frequently asked
questions about language variation. It also includes teaching tips and
action plans for professional development workshops that address
cultural prejudices.
WORKING AND WRITING FOR CHANGE
Series Editors: Steve Parks and Jessica Pauszek
Cover design by Shelley Lloyd and Eric Reid Hamilton.
Code-Meshing, Code-Switching,
and African American Literacy
3015 Brackenberry Drive Foreword by April Baker-BellVershawn Ashanti Young
Anderson, South Carolina 29621 Afterword by Victor VillanuevaRusty Barret http://www.parlorpress.com
S A N: 2 5 4 – 8 8 7 9 Y’Shanda Young-Rivera
PARLOR
PRESSISBN 978-1-64317-044-2 Kim Brian LovejoyWorking and Writing for Change
Series Editors: Steve Parks and Jessica PauszekWorking and Writing for Change
Series Editors: Steve Parks and Jessica Pauszek
Te Writing and Working for Change series began during the 100th
anniversary celebrations of NCTE. It was designed to recognize the collective
work of teachers of English, Writing, Composition, and Rhetoric to work
within and across diverse identities to ensure the feld recognize and respect
language, educational, political, and social rights of all students, teachers,
and community members. While initially solely focused on the work of
NCTE/CCCC Special Interest Groups and Caucuses, the series no - w in
cludes texts written by individuals in partnership with other communities
struggling for social recognition and justice.
Books in the Series
CCCC/NCTE Caucuses
History of the Black Caucus National Council Teachers of English by
Marianna White Davis
Listening to Our Elders: Working and Writing for Social Change by Samantha
Blackmon, Cristina Kirklighter, and Steve Parks
Building a Community, Having a Home: A History of the Conference on College
Composition and Communication edited by Jennifer Sano-Franchini,
Terese Guinsatao Monberg, K. Hyoejin Yoon
Community Publications
Other People’s English: Code-Meshing, Code-Switching, and
African American Literacy by Vershawn Ashanti Young, Rusty Barrett,
Y’Shanda Young-Rivera, and Kim Brian Lovejoy
Becoming International: Musings on Studying Abroad in America, edited by
Sadie Shorr-Parks
Dreams and Nightmares: I Fled Alone to the United States When I Was
Fourteen by Liliana Velásquez. Edited and translated by M Lyarokn
Te Weight of My Armor: Creative Nonfction and Poetry by the Syracuse
Veterans’ Writing Group, edited by Ivy Kleinbart, Peter McShane, and
Eileen Schell
PHD to PhD: How Education Saved My Life by Elaine RichardsonOther People’s English
Code-Meshing, Code-Switching, and
African American Literacy
Vershawn Ashanti Young
Rusty Barrett
Y’Shanda Young-Rivera
Kim Brian Lovejoy
foreword by
April Baker-Bell
afterword by
Victor Villanueva
Parlor Press
Anderson, South Carolina
www.parlorpress.comParlor Press LLC, Anderson, South Carolina, USA
Copyright © 2018 New City Community Press
Printed on acid-free paper
Manufactured in the United States of America
No part of this book may be reproduced or transmitted in any form, by any means
electronic or mechanical, including photocopying and recording, or by any -informa
tion storage or retrieval system, without written permission from the publisher.
Chapter 6 was adapted from V. A. Young (2010, Spring & Fall), “Should Writers Use
Tey Own English?” Iowa Journal of Cultural Studies, 12/13. Used with permission.
Parts of Chapters 4 and 6 were adapted from V. A. Young (2009), “ ‘Nah, We Straight’:
An Argument Against Code Switching. JAC ” , 29 (1/2), 49–76. Used with permission
Chapter 12 was adapted from K. B. Lovejoy (2009), “Self-Directed Writing: Giving
Voice to Student Writers, English J” ournal, 98(6), 79–86. Copyright 2009 by the
National Council of Teachers of English. Used with permission.
Library of Congress Cataloging-in-Publication Data on File
1 2 3 4 5
978-1-64317-043-5 (paperback)
978-1-64317-044-2 (PDF)
978-1-64317-045-9 (ePub)
Working and Writing for Change
An Imprint Series of Parlor Press
Series Editors: Steve Parks and Jessica Pauszek
Cover design by Shelley Lloyd and Eric Reid Hamilton
Cover image: Photo by Brad Neathery on Unsplash:
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print
and multimedia formats. Tis book is available in paper and eBook formats fr - om Par
lor Press on the World Wide Web at http://www.parlorpress.com or through online
and brick-and-mortar bookstores. For submission information or to fnd out about
Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson,
South Carolina, 29621, or email editor@parlorpress.com.To my lovely daughter, Ari Zhah Young. May you never, ever
give up your African American English, even for a short time,
whether you’re at school, work, or play. It’s your language, your
heritage, and you have a right to always, always use it.
Love, papa.Tellin kids they lingo is cool but it ain cool enough for where
it really counts (i.e., in the economic world) is just like tellin
them it ain cool at all. If the problem is not the kid’s dialect
but attitudes toward that dialect, then why not work to
change those attitudes?
—Geneva Smitherman, “Response to Hunt, Meyers, et al.”
To make two statements: I acknowledge that my home
language is viable and adequate and I acknowledge that
my home language will never be accepted is to set up an
irresolvable confict. . . . One of these positions must be
challenged or amended if the confict is to be resolved.
—Rosina Lippi-Green, English with an AccentPreface: A Political Ecology of
African American English
Y’Shanda Young-Rivera and Vershawn Ashanti Young
Tis book is about the educational, cultural and political disputes sur -
rounding our claim that African American English should be recognized,
accepted and prominently used at school, at work, at home, and anywhere
and everywhere that communication takes place. It should go without say -
ing that African American English is a ruled-governed language system that
is in wide use across the globe, not only by African American speakers and
writers, but by others from various cultural and ethnic groups. But what
gives rise to this book is the fact that African American English exists in a
perpetual perilous paradox. Although it is a widely used language, when
African Americans attempt to use it in school and at work, beyond friends,
family, and the hood, others get upset. Very upset. We explain why this is
the case in the pages to come. But for now, however, we linger on the con -
sternation directed towards African American users of African American
English, particularly in schools, to pinpoint our belief that this conster -
nation should change for the better. We wholeheartedly believe, perhaps
fervently so, that this change can come about if those who are ambivalent
about the use of African American English in the public mainstream begin
to view African American English through an ecological framework.
Bronfenbrenner, an American psychologist, who is perhaps the most
recognizable and infuential human development theorist of what is called
Ecology System Teory (hereafter EST) outlines how a person’s dev- elop
ment is infuenced by multiple systems on multiple levels. As Bronfenbr - en
ner (1979; 2005) explains, people’s overall development doesn’t happen in
isolation; and, as we contend, neither does their linguistic development.
Using an ecological approach, for instance, in language and literacy in -
struction would allow African American students to recognize and draw
from multifaceted micro and macro-level infuences in their lives Drawing
from multiple infuences would position and empower them with agency
to refect relevant aspects of themselves, in both formal and informal, oral
and written assignments. At the same, we believe that this ecological ap -
proach allows te