Showing posts with label ncte. Show all posts
Showing posts with label ncte. Show all posts

Wednesday, April 7, 2021

Contributed a Post to NCTE Blog

 #NationalPoetryMonth and Prison


Thankful to the folks at National Council of Teachers of English (NCTE) who asked me to contribute a post to the organization's blog in the spirit of #NationalPoetryMonth. Inspired by my trip to San Quentin with SCU students and Maura Tarnoff, the teaching of writing by Erec Toso in Arizona prisons, and my interview with Ana Castillo about her memoir, I discuss poetry and prison in these tumultuous timeshttps://ncte.org/blog/2021/04/prison-poetry-tumultuous-times/?fbclid=IwAR3awJewv92DqunoS63uWKEEuaFL4yy2k4Kz8LsP-9lMWTGXKqAbjGvdu3g

Saturday, April 16, 2011

Great Colllection Available in June

Coming Soon from National Council of Teachers of English Publishers!
Aja Martinez, blog contributor/educator/writer extraordinaire, has a co-edited collection called Code-Meshing as World English coming out with Vershawn Ashanti Young June 2011.

Contributors include: Gerald Graff, Asao B. Inoue, Min-Zhan Lu and Bruce Horner

From the description on NCTE's website:
"
Although linguists have traditionally viewed code-switching as the simultaneous use of two language varieties in a single context, scholars and teachers of English have appropriated the term to argue for teaching minority students to monitor their languages and dialects according to context. For advocates of code-switching, teaching students to distinguish between “home language” and “school language” offers a solution to the tug-of-war between standard and nonstandard Englishes. This volume arises from concerns that this kind of code-switching may actually facilitate the illiteracy and academic failure that educators seek to eliminate and can promote resistance to Standard English rather than encouraging its use.

The original essays in this collection offer various perspectives on why code-meshing—blending minoritized dialects and world Englishes with Standard English—is a better pedagogical alternative than code-switching in the teaching of reading, writing, listening, speaking, and visually representing to diverse learners. This collection argues that code-meshing rather than code-switching leads to lucid, often dynamic prose by people whose first language is something other than English, as well as by native English speakers who speak and write with “accents” and those whose home language or neighborhood dialects are deemed “nonstandard.