Engaging Vernacular Language and Literature in the Classroom Paradoxes Pedagogy and Possibilities Drawing on the intersection of applied linguistics and literary studies this book investigates ways in which educators can productively use vernacular Englishes in secondary and university classrooms

  • Title: Engaging Vernacular Language and Literature in the Classroom: Paradoxes, Pedagogy, and Possibilities
  • Author: Shondel Nero Dohra Ahmad
  • ISBN: 9780415815512
  • Page: 149
  • Format: Hardcover
  • Drawing on the intersection of applied linguistics and literary studies, this book investigates ways in which educators can productively use vernacular Englishes in secondary and university classrooms around the world Taking a language as resource orientation, the book is premised on the notion that vernacular languages and literatures are worthy of critical engagement inDrawing on the intersection of applied linguistics and literary studies, this book investigates ways in which educators can productively use vernacular Englishes in secondary and university classrooms around the world Taking a language as resource orientation, the book is premised on the notion that vernacular languages and literatures are worthy of critical engagement in the classroom It counters the language as problem narrative, which frames vernacular forms of language as outside of the realm of academic knowledge construction, and therefore a problem in the learning process.Divided into two parts, the book begins with a linguistic focus The introductory chapter presents the historical and continued devaluing and marginalization of vernacular languages in educational settings Chapter Two examines the central myths and paradoxes surrounding vernacular languages and literatures, and ways in which these can be explored in the classroom Chapter 3 will discuss the evolution of responses to, and the challenges of, vernacular use in schools Chapter 4 offers pedagogical possibilities for engaging the vernacular in classrooms.Five chapters in Part II offer a pedagogical answer to the vernacular conundrum by providing examples of teaching case studies using literary texts written in vernacular Englishes including African American Vernacular English, Caribbean Creole English, and Papua New Guinea English Each chapter in this section takes on a specific theme e.g, authenticity, codeswitching or intertextuality The concluding chapter synthesizes the challenges and possibilities of engaging vernacular Englishes in the classroom while raising questions for future research.

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      Shondel Nero Dohra Ahmad

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