DOCSLIB.ORG

That Their Task of Associating Sounds and Words with Written Symbols Is

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
That Their Task of Associating Sounds and Words with Written Symbols Is DOCUMENT RESUME ED 025 761 AL 00I 689 By -Baratz, Joan C.. Ed.; Shuy. Roger W., Ed. Teaching Black Children to Read. Urban Language Series. Number 4. Center for Applied.Linguistics, Washington, D.C. Pub Date 69 Note-220p. Available from-Pubhcations Section. Center for Applied Linguistics, 1717 Massachusetts Ave. NW, Washington, D.C. 20036 ($5.00). EDRS Price MF -$1.00 HC Not Available from EDRS. Descriptors-Cultural Differences. English (Second Language), Ghettos, Language Patterns, Language Po!e, Language Styles, *Literacy, Negro Attitudes, Negro Culture, *Negro Dialects, Negro Youth, Nonstandard Dialects, Psycholinguistics, *Reading Difficulty. Reading Material Selection, Reading Research, Remedial Reading Programs, HSocial Dialects, Sociolinguistics, Speech Skills. *Tent This fourth book in the Urban Language Series is concerned with the relationship of language to reading. Literacy must be based on the language the child actually uses. In the case of ghetto Children, materials in their dialect must be prepared so that theirtask of associating sounds and words with written symbols is not complicated by iack of correspondence between these sounds and words and the students' normal speech. These materials must include forms the child uses and hears, and exclude forms he does not hear and use. They must avoid complex constructions and ambiguity and make use of natural redundancy. Further, they must use language appropriate to the context in the experience of the child. Examples of the kinds of materials that can be developed are included in two of the articles. Authors of the various papers (written between 1964 and 1968) are Joan 3aratz, Ralph Fasold, Kenneth Goodfnan, William Labov, Raven McDavid, Roger Shuy, William Stewart, and Wal ter Wol fram. (MK) c\I O usTEACHING BLACK CHILDREN TO READ EDITED BY JOAN C. BARATZ & ROGER W. SHUY U.S. DEPARTMENT OF HEALTH, EDUCATION& WELFARE OFFICE OF EDUCATION THIS DOCUMENT HASBEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OROPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POSITION OR POLICY. AL 001689 URBAN LANGUAGE SERIES ROGER W. SHUY, GENERAL EDITOR [1] THE SOCIAL STRATIFICATION OF ENGLISH IN NEW YORK CITY WILLIAM LABOV [2] CONVERSATIONS IN A NEGRO AMERICAN DIALECT TRANSCRIBED & EDITED BY BENGT LOMAN [3] FIELD TECHNIQUES IN AN URBAN LANGUAGE STUDY ROGER W. SHUY WALTER A. WOLFRAM WILLIAM K. RILEY [4] TEACHING BLACK CHILDREN TO READ EDITED BY JOAN C. BARATZ & ROGER W. SHUY TEACHING BLACKCHILDREN TO READ EDITED BY JOAN C. BARATZ & ROGERW. SHUY - "PERMISSION TO REPRODUCE THIS COPYR IGHTED MATERIAL BY ICROFICHE ONLY HAS BEEN GRANTED BY TO ER IC AND ORG NIZATIONS OPERATING UNDER AGREEMENTS WITH THE U. S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." CENTER FOR APPLIEDLINGUISTICS : 1969 AL 001689 fl Copyright@ 1969 by the Center for Applied Linguistics 1717 Massachusetts Avenue, N.W., Washington, D.C. 20036 Library of Congress Catalog Card Number: 75-77325 Printed in the United States of America Price: $5.00 Designed by Frank A. Rice INTRODUCTION TO THE SERIES The Urban Language Series is intended to make available the results of recent sociolinguistic research concerned with the position and role of language in a large metropolitan area. The series includes descriptions of certain aspects of urban language, particularly English, as well as theoretical consid- erations relevant to such descriptions. The series also in- cludes studies dealing with fieldwork techniques, matters of pedagogy and relationships of urban language study to other disciplines. Where appropriate and feasible, accompanying tape recordings will be made available. Specifically excluded from consideration are aspects of English as a second language or second language learning in general. It is hoped that the Urban Language Series will prove use- ful to several different kinds of readers. For the linguist, the series will provide data for the study of language perfor- mance and for the development of linguistic theory. Histor- ically, linguists have formulated theory from individual rather than group performance. They have had to generalize about what constitutes "standard" or "non-standard" from intu- itive judgments or from very limited data. This series is designed to make available large portions of language data as well as analyses in order to broaden the knowledge from wfiich linguistic generalizations may come. For the sociologist the series will provide access to the nature of social stratification by means of language. It vi INTRODUCTION TO THE SERIES of is the contention of somescholars that a person's use language is one of the mostimportant cues to his social status, age, race or sex. For the educator,the series will offer amongother things a description of the verythings which are most crucial to the classroom--thelinguistic correlates which separate the accepted fromthe unaccepted. Although the value of focussedattention on the special problems of urban languagehas been recognized for sometime, relatively few substantialstudies have been published. To pioneering venture a certaindegree, this series represents a on the part ofthe Center for AppliedLinguistics. Roger W. Shuy ?f." Director, SociolinguisticsProgram Center for AppliedLinguistics TEACHING BLACK CHILDREN TO READ 5 A PREFACE Reports from city after city with substantial numbers of economically deprived black children have indicated that reading achievement for this group is well below the national norms. In general, the reading failure of these children has been viewed as one requiring remediation, i.e. a deficit model has been employed which implies that there is something wrong with the child that has prevented him from learning to read. This something is most often presumed to have a neuro- physiological base (e.g. dyslexia) or to be related to en- vironmental factors that are presumed to be detrimental to the acquisition of reading skills (e.g. no books in the home). The present volume is also concerned with the failure of black children in our public schools. It is, however, not concerned with remediation; rather, its focus is on literacy. The primary concern of the papers in this collection is that of language and the relationship of language to reading. Not remediation but how to teach reading is the issue here. Although each author suggests different ways of handling certain aspects of the child's speech in teaching reading, all the papers in this volume recognize and deal with the role of the child's own language behavior in the process of learning to read. These papers were written over approximately a four-year time span. Th.ey were developed in most cases independently, although some drew on the insights of the earlier papers. ix 1 PREFACE Several of the articles were written specifically forthis volume while others are reprinted from various journals. McDavid states in his paper the fundamental proposition that "a reading Program in any language, at any stage in a student's career, is likely to be effective in proportion to its use of the language habits that the student has acquired in speaking." His focus is on phoneme-grapheme relationships, particularly as they conflict across regional dialects. Goodman also takes as basic to any reading program the premise that "literacy is built on the base of thechild's existing language."He focuses on dialect differences that can impede learning to read, and suggestspossible solutions which might avoid these barriers. Labov discusses the difficulties in teaching black children to read arising from the "ignorance of standard English rules on the part of speakers of non-standard Eng- lish" and from the "ignorance of non-standard English rules on the part of teachers and textwriters."His discussion of sources of reading problems for non-standard speakers deals mainly with differences in phonology between standard and Negro non-standard English. Baratz takes as a basic premise that the reading problem in the United States in regard to the black population is no different from literacy problems of emergent nations around the world. She feels that the child's different syntactic structures must be incorporated into the teaching procedures. A difference model, rather than a deficit model, is proposed for teaching black children to read. Shuy also focuses on differences in the child's language system as a basis for suggested developments of beginning reading materials. He provides a possible linguistic rationale for consideration in the construction c,..1": such materials. xi PREFACE Fasold's paper deals with some ofthe problems of ortho- graphic presentation of dialectmaterials to children. A systematic framework for the useof standard orthography in dialect texts is presented. The Wolfram and Fasold paperis an attempt to illustrate some practicalapplications of the theoreticalconsiderations of several of the precedingarticles. In the final paper, Stewart,who for some time now has been a staunch advocate ofdialect-based texts, also focuses sharply on the child's differentlanguage system. He dis- cusses the natureof the child's readingproblem with par- ticular emphasis on languageinterference as a prime source for the child's failure inschool. While he calls for the use of dialectmaterials, Stewart elaborates on someof the difficulties inherent in constructingand programming such materials. During the four-year time spanof these papers there have been changes in the rhetoricconcerning the American Negro. In McDavid's paper (1964),and even more so in Goodman's paper (1965), although someof the dialect speak- ers that are beingdescribed are clearly Negroes, noreference to race is made--theblack man was still "the invisibleman". Finally, however, the overtidentification is made: Labov (1966-67) addresses himself todescribing reading problems of Negro children, while in 1968,Baratz, Fasold, Shuy, and Wolfram use such terms as black, Negroinner-city, ghetto dwellers, and Afro-American synonymously. J.C.B. R.W.S. Washington, D.C. January 1969 CONTENTS INTRODUCTION TO THE SERIES PREFACE ix DIALECTOLOGY AND THE TEACHING OF READING 1 by Raven I.
Load more

Recommended publications
  • CURRICULUM VITAE Roger W. Shuy, Ph.D. 2014 DEGREES
    CURRICULUM VITAE Roger W. Shuy, Ph.D. 2014 Distinguished Research Professor of Linguistics, Emeritus Georgetown University, Washington, DC Current Office: Roger W. Shuy, Inc. 629 Beverly Avenue Missoula, Montana 59801-5919 Tel: 406-721-5559 [email protected] www.rogershuy.com DEGREES Ph.D., Case Western Reserve University, 1962, English and Linguistics M.A., Kent State University, 1954, English B.A., Wheaton College (Illinois), 1952, English ACADEMIC POSITIONS Georgetown University, Washington, DC • Distinguished Research Professor of Linguistics, Emeritus, 1998-Present • Distinguished Research Professor of Linguistics, 1996-98 • Professor of Linguistics, 1968-1996 • Head of Sociolinguistics Program, 1968-1987 • Linguistics Department Chair, 1987-1990 • Center for Applied Linguistics o Head, Sociolinguistics Program, 1967-70 o Associate Director, 1971-80 (part time) o Senior Linguist, 1980-85 (part time) Michigan State University, Associate Professor of Linguistics, 1964-67 Wheaton College, Assistant Professor of English and Linguistics, 1958-64 Secondary School English Teacher, Akron, Ohio, 1956-58 PUBLICATIONS – BOOKS LANGUAGE AND LAW BOOKS Language Crimes. Oxford: Blackwell, 1993 (reprinted 1996). The Language of Confession, Interrogation and Deception. Thousand Oaks, CA: Sage Publications, 1998. Bureaucratic Language in Government and Business. Washington DC: Georgetown Univ. Press, 1998. Linguistic Battles in Trademark Disputes. New York: Palgrave Macmillan, 2002. Creating Language Crimes. New York: Oxford Univ. Press, 2005. Linguistics in the Courtroom: A Practical Guide. New York: Oxford Univ. Press, 2006. Fighting Over Words. New York: Oxford Univ. Press, 2007. The Language of Defamation Cases. New York: Oxford Univ. Press, 2010. The Language of Perjury Cases. New York: Oxford Univ. Press, 2011. The Language of Sexual Misconduct Cases.
    [Show full text]
  • Uncorrected Proof
    L N C O 002 Operator: Simon Wang Dispatch: 05.01.07 PE: Andrew Humphries Journal Name Manuscript No. Proofreader: Wu YM No. of Page: 15 Editor: Mandy Tang Language and Linguistics Compass 1 (2007): 10.1111/j.1749-818x.2007.00002.x 1Language in the American Courtroom Roger W. Shuy* Georgetown University Abstract One of the most promising connections that linguistics can make to other fields is to the legal arena, primarily because much of the work in law is done in language and it is often largely about language, either spoken or written. For example, lawsuits, indictments, pleadings, briefs, legal opinions, and, of course, laws and statutes are all revealed and preserved in written language. Courtroom appearances and testimony, although presented orally, end up in written form and even oral evidence gets transformed into written transcripts. We begin with the observation that language and law are close bedfellows. 1. The beginnings. The development of any new area of any discipline usually begins when practitioners of that field get involved with it in a noticeable way.In forensic linguistics,this development started when various linguists made appearances in the courtroom setting. But even ªcourtroom settingº has different implications and meanings. For example, in Europe, it is often judges who call upon experts to analyze evidence. Expert reports are read by judges, who may, but usually do not, ask the experts to testify about their reports at trial. This contrasts with the common procedure in the United States, where experts are called by one side of the case and give testimony on behalf of that side.
    [Show full text]
  • Monograph Series on Languages and Linguistics 20Th Annual Round Table
    Monograph Series on Languages and Linguistics lumber 22, 1969 edited by James E. Alatis 20th Annual Round Table Linguistics and the Teaching of Standard English To Speakers of Other Languages or Dialects Georgetown University School of Languages and Linguistics REPORT OF THE TWENTIETH ANNUAL ROUND TABLE MEETING ON LINGUISTICS AND LANGUAGE STUDIES JAMES E. ALATIS EDITOR GEORGETOWN UNIVERSITY PRESS Washington, D.C. 20007 © Copyright 1970 GEORGETOWN UNIVERSITY PRESS SCHOOL OF LANGUAGES AND LINGUISTICS GEORGETOWN UNIVERSITY Library of Congress Catalog Card Number 58-31607 Lithographed in U.S.A. by EDWARDS BROTHERS, INC. Ann Arbor, Michigan CONTENTS Introduction vii WELCOMING REMARKS Reverend Frank Fadner, S. J. Regent, School of Languages and Linguistics xi Dean Robert Lado Dean, School of Languages and Linguistics xiii FIRST SESSION Theoretical Linguistics and Its Implications for Teaching SESOLD Chairman: Charles W. Kreidler, Georgetown University William Labov The Logic of Nonstandard English 1 Raven I. McDavid, Jr. A Theory of Dialect 45 Rudolph C. Troike Receptive Competence, Productive Competence, and Performance 63 Charles T. Scott Transformational Theory and English as a Second Language/Dialect 75 David W. Reed Linguistics and Literacy 93 FIRST LUNCHEON ADDRESS Harold B. Allen The Basic Ingredient 105 iv / CONTENTS SECOND SESSION Applied Linguistics and the Teaching of SESOLD: Materials, Methods, and Techniques Chairman: David P. Harris, Georgetown University Peter S. Rosenbaum Language Instruction and the Schools 111 Betty W. Robinett Teacher Training for English as a Second Dialect and English as a Second Language: The Same or Different? 121 Eugene J. Briere Testing ESL Skills among American Indian Children 133 Bernard Spolsky Linguistics and Language Pedagogy—Applications or Implications ? 143 THIRD SESSION Sociolinguistics: Sociocultural Factors in Teaching SESOLD Chairman: A.
    [Show full text]
  • Language in the American Courtroom Roger W
    Language and Linguistics Compass 1/1±2 (2007): 100±114, 10.1111/j.1749-818x.2007.00002.x Language in the American Courtroom Roger W. Shuy* Georgetown University Abstract One of the most promising connections that linguistics can make to other fields is to the legal arena, primarily because much of the work in law is done in language and it is often largely about language, either spoken or written. For example, lawsuits, indictments, pleadings, briefs, legal opinions, and, of course, laws and statutes are all revealed and preserved in written language. Courtroom appearances and testimony, although presented orally, end up in written form and even oral evidence gets transformed into written transcripts. We begin with the observation that language and law are close bedfellows. 1. The Beginnings The development of any new area of any discipline usually begins when practitioners of that field get involved with it in a noticeable way. In forensic linguistics, this development started when various linguists made appearances in the courtroom setting. But even `courtroom setting' has different implica- tions and meanings. For example, in Europe, it is often judges who call upon experts to analyze evidence. Expert reports are read by judges, who may, but usually do not, ask the experts to testify about their reports at trial. This contrasts with the common procedure in the United States, where experts are called by one side of the case and give testimony on behalf of that side. Whether the European or American system obtains, linguists appear to have begun getting involved in court cases in earnest sometime around the early 1980s.
    [Show full text]
  • Applying the Science of Linguistics to Issues of the Law Robert A
    Hofstra Law Review Volume 45 | Issue 3 Article 11 3-1-2017 Forensic Linguistics: Applying the Science of Linguistics to Issues of the Law Robert A. Leonard Hofstra University Juliane E. R. Ford Tanya Karoli Christensen Follow this and additional works at: http://scholarlycommons.law.hofstra.edu/hlr Part of the Law Commons, and the Linguistics Commons Recommended Citation Leonard, Robert A.; Ford, Juliane E. R.; and Christensen, Tanya Karoli (2017) "Forensic Linguistics: Applying the Science of Linguistics to Issues of the Law," Hofstra Law Review: Vol. 45 : Iss. 3 , Article 11. Available at: http://scholarlycommons.law.hofstra.edu/hlr/vol45/iss3/11 This document is brought to you for free and open access by Scholarly Commons at Hofstra Law. It has been accepted for inclusion in Hofstra Law Review by an authorized administrator of Scholarly Commons at Hofstra Law. For more information, please contact [email protected]. Leonard et al.: Forensic Linguistics: Applying the Science of Linguistics to Issu FORENSIC LINGUISTICS: APPLYING THE SCIENCE OF LINGUISTICS TO ISSUES OF THE LAW Robert A. Leonard* Juliane E. R. Ford** Tanya Karoli Christensen*** I. INTRODUCTION The well-established science of linguistics analyzes all aspects of human language. Linguistics has many subfields, including the study of language structure, sound patterns, the dynamics of language in interpersonal and intergroup communication, and the interplay of meaning, grammar, and context.' In academic departments it is often paired with other neighboring disciplines such
    [Show full text]
  • Leonard Cv.Pdf
    Robert A. Leonard, Ph.D., Linguist Forensic Expert Witness in Linguistics and Language Hofstra University Professor of Linguistics Director, Institute for Forensic Linguistics, Threat Assessment and Strategic Analysis and Forensic Linguistics Capital Case Innocence Project Director, Graduate Program in Linguistics: Forensic Linguistics tel.: (516) 477-3834 email: [email protected] www.robertleonardassociates.com http://www.hofstra.edu/academics/colleges/hclas/cll/linguistics/ma-forensic-linguistics/ October 2020 Contents: EXPERT WITNESS EDUCATION OTHER TRAINING ACADEMIC FELLOWSHIPS, AWARDS FOREIGN LANGUAGES LINGUISTIC CONSULTING MEDIA ACADEMIC EXPERIENCE EDITORSHIPS PUBLICATIONS – LINGUISTICS and SEMIOTICS PROFESSIONAL EVALUATION PANELS INVITED AND REFEREED PRESENTATIONS—LINGUISTICS and SEMIOTICS PRESENTATIONS –COMMUNICATION ACROSS CULTURES PRESENTATIONS –INTERNATIONAL EDUCATION PROFESSIONAL ORGANIZATIONS BUSINESS-RELATED EXPERIENCE COURSES DEVELOPED AT HOFSTRA UNIVERSITY—Undergraduate; Graduate EXPERT WITNESS IN LINGUISTICS AND LANGUAGE Qualified as an Expert in Linguistics, under Frye and under Daubert 27 times in 14 States and 6 Federal Districts: in State Courts in Arizona, California, Colorado, Florida, Illinois, Indiana, Michigan, Montana, New Jersey, New York, Nevada, Oregon, Pennsylvania, and South Carolina, and in U.S. District Courts in Newark, NJ, Austin, TX, New York, NY, San Jose, CA, Tampa, FL, and Denver, CO. Testified as a linguistic expert before World Bank ICSID Tribunals in Washington, DC, and Paris. EDUCATION
    [Show full text]
  • The Abscam Investigation: Use and Abuse of Entrapment and Due Process Defenses Patric M
    Boston College Law Review Volume 25 Article 3 Issue 2 Number 2 3-1-1984 The Abscam Investigation: Use and Abuse of Entrapment and Due Process Defenses Patric M. Verrone Follow this and additional works at: http://lawdigitalcommons.bc.edu/bclr Part of the Criminal Law Commons Recommended Citation Patric M. Verrone, The Abscam Investigation: Use and Abuse of Entrapment and Due Process Defenses, 25 B.C.L. Rev. 351 (1984), http://lawdigitalcommons.bc.edu/bclr/vol25/iss2/3 This Notes is brought to you for free and open access by the Law Journals at Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law Review by an authorized editor of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. NOTES THE ABSCAM INVESTIGATION: USE AND ABUSE OF ENTRAPMENT AND DUE PROCESS DEFENSES From 1977 through 1980 the Federal Bureau of Investigation conducted a notewor- thy criminal investigation.' Although the original purpose of this operation was the recovery of forged securities and stolen art work,' it quickly turned to the investigation of political corruptions With the help of former FBI informant and life-long confidence man Melvin Weinberg, 4 FBI agents devised an elaborate scheme designed to provide opportunities for illegal conduct by public officials who were predisposed to political corruption.' The scheme involved the creation of a fictitious corporation named "Abdul Enterprises."6 The corporation was purportedly headed by Sheik Yassir Habib of Abu Dhabi, whose desire it was to invest in and immigrate to the United States.' The FBI named this operation "ABSCAM" after the first two letters of "Abdul" and the word "scam .
    [Show full text]
  • CURRICULUM VITAE Roger W. Shuy, Ph.D. 2018 DEGREES
    CURRICULUM VITAE Roger W. Shuy, Ph.D. 2018 Distinguished Research Professor of Linguistics, Emeritus Georgetown University, Washington, DC Current address 629 Beverly Avenue Missoula, Montana 59801-5919 Tel: 406-721-5559 [email protected] website: www.rogershuy.com DEGREES Ph.D., Case Western Reserve University, 1962, English Linguistics M.A., Kent State University, 1954, English B.A., Wheaton College (Illinois), 1952, English ACADEMIC POSITIONS Georgetown University, Washington, DC • Distinguished Research Professor of Linguistics, Emeritus, 1998-Present • Distinguished Research Professor of Linguistics, 1996-98 • Professor of Linguistics, 1968-1996 • Head of Sociolinguistics Program, 1968-1987 • Linguistics Department Chair, 1987-1990 • Center for Applied Linguistics o Head, Sociolinguistics Program, 1967-70 o Associate Director, 1971-80 (part time) o Senior Linguist, 1980-85 (part time) Michigan State University, Associate Professor of Linguistics, 1964-67 Wheaton College, Assistant Professor of English and Linguistics, 1958-64 Secondary School English Teacher, Akron, Ohio, 1956-58 PUBLICATIONS – BOOKS FORENSIC LINGUISTICS BOOKS Language Crimes. Oxford: Blackwell, 1993 (reprinted 1996). The Language of Confession, Interrogation and Deception. Thousand Oaks, CA: Sage Publications, 1998. Bureaucratic Language in Government and Business. Washington DC: Georgetown Univ. Press, 1998. Linguistic Battles in Trademark Disputes. New York: Palgrave Macmillan, 2002. Creating Language Crimes. New York: Oxford Univ. Press, 2005. Linguistics in the Courtroom: A Practical Guide. New York: Oxford Univ. Press, 2006. Fighting Over Words. New York: Oxford Univ. Press, 2007. The Language of Defamation Cases. New York: Oxford Univ. Press, 2010. The Language of Perjury Cases: New York: Oxford Univ. Press, 2011. The Language of Sexual Misconduct Cases. New York: Oxford U Press, 2012.
    [Show full text]
  • Tyler Kendall, Ph.D
    CV, 30 September 2021 Tyler Kendall, Ph.D. [email protected] ACADEMIC POSITIONS Program Director National Science Foundation, Linguistics Program, Alexandria, VA Aug. 2019 – Directorate for Social, Behavioral, and Economic Sciences Division of Behavioral and Cognitive Sciences Linguistics Program | DLI-DEL Program | Human Networks & Data Science Program Full Professor University of Oregon, Linguistics Department, Eugene, OR Sept. 2021 – Associate Professor University of Oregon, Linguistics Department, Eugene, OR Sept. 2015 – Sept. 2021 Awards: Fund for Faculty Excellence Award (2017-2018), American Speech Roger Shuy Award for best paper (2018) Dean’s Fellow (2018-2019) Assistant Professor University of Oregon, Linguistics Department, Eugene, OR Sept. 2010 – Sept. 2015 Awards: Faculty Research Award (2013-2014), Junior Professorship Award (2013, 2014), Junior Faculty Development Grant (2011-2012) Visiting Assistant Professor Fall 2011 University of Copenhagen, LANCHART Centre, Copenhagen, Denmark Post-Doctoral Researcher & Lecturer Aug. 2009 – July 2010 Northwestern University, Linguistics Department, Evanston, IL Lecturer North Carolina State University, English Department, Raleigh, NC Spring 2007 EDUCATION DuKe University, The Graduate School, Durham, NC May 2009 Degree: Ph.D. English Linguistics Dissertation: Speech Rate, Pause, and Linguistic Variation: An Examination through the Sociolinguistic Archive and Analysis Project Awards/Scholarships: American Dialect Society Presidential Award (2009), ADS Annual Meeting Student Travel Grant
    [Show full text]
  • Curriculum Vitae
    CURRICULUM VITAE Dr. Ronald R. Butters, Ph.D. •Phone: (919) 423-8866 Professor Emeritus, English and Cultural Anthropology, •Fax: (919) 287-2616 Duke University •e-mail: [email protected] •Former chair, Duke Linguistics Program •web site: http://trademarklinguistics.com/ •Former chair, Duke Department of English mailing address: 11356 Phoenix Way Naples, Florida 34119 May 1, 2019 Education The University of Iowa, Iowa City, 1958–1962, degree: B.A. with Honors and Highest Distinction in English, June 1962. Phi Beta Kappa, 1961. The University of Iowa, Iowa City, 1962–1967, degree: Ph.D. in English (with concentration in linguistics), August 1967. Teaching and Administrative Experience 1967–1974, Assistant Professor of English, Duke University; 1974–90, Associate Professor of English, Duke University; 1990–2007, Professor of English, Duke University; 2000–2007, Professor of Cultural Anthropology, Duke University (secondary appointment). As of September 1, 2007, Professor Emeritus, Duke University. Summer 1986, Visiting Professor of English Linguistics, University of Bamberg, (West) Germany (Fulbright award). February 1989, Visiting Professor of English Linguistics, Cadi Ayyad University, Marrakech (Duke-in-Morocco Program). September 2005, Visiting Professor, International Summer School in Forensic Linguistic Analysis, Lodz, Poland (“Linguistic and Semiotic Evidence in a Death Penalty Case” and “Linguist Issues in American Trademark Law”). September 2006, Visiting Professor, International Summer School in Forensic Linguistic Analysis, Birmingham, England (“Linguist Issues in American Trademark Law: 2006” and “Linguistic and Semiotic Evidence in American Death Penalty Cases”). 1975–80, 1986–88, 1997–99, Director of Undergraduate Studies in English; 1981–84, Supervisor of Freshman Instruction in English; Spring 1992 and Fall 2000, Acting Chair, Department of English; 1992–95, Associate Chair, Department of English; July 1999–December 1999 and July 2005–July 2006, Interim Chair, Department of English.
    [Show full text]
  • Journal of English Linguistics
    Journal of English Linguistics http://eng.sagepub.com/ African American English and other Vernaculars in Education : A Topic-Coded Bibliography John R. Rickford, Julie Sweetland and Angela E. Rickford Journal of English Linguistics 2004 32: 230 DOI: 10.1177/0075424204268226 The online version of this article can be found at: http://eng.sagepub.com/content/32/3/230 Published by: http://www.sagepublications.com Additional services and information for Journal of English Linguistics can be found at: Email Alerts: http://eng.sagepub.com/cgi/alerts Subscriptions: http://eng.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Downloaded from eng.sagepub.com at Stanford University Libraries on May 16, 2011 RickfordJEngL 32.3 et al.(September / Vernaculars 2004) in Education ARTICLE10.1177/0075424204268226 African American English and Other Vernaculars in Education A Topic-Coded Bibliography JOHN R. RICKFORD JULIE SWEETLAND Stanford University ANGELA E. RICKFORD San Jose State University For more than 50 years, linguists have been interested in the educational challenges faced by speakers of African American Vernacular English, creoles, and other vernaculars, believing that the perspective of our discipline could be helpful to teachers and students alike. Psychol- ogists, educators, and other scholars have also contributed insights from their disciplines. In this bibliography, we assemble nearly 700 references on this topic, assigning them codes de- pending on the topics to which they are relevant: assessment and achievement; bidialectalism and contrastive analysis; culture and curriculum; dialect readers; edited vol- umes; linguistic descriptions; pidgins and creoles; controversies about AAVEin the schools; narratives and other discourse-level features; speaking and listening; politics and policy; reading; strategies for instruction; teacher preparation; writing; linguistic interference; and normal and abnormal language acquisition and development.
    [Show full text]