Contribution to Book
Sustained Linguistic Inquiry as a Means of Confronting Language Ideology and Prejudice
Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists
(2019)
Abstract
The flexibility of elementary classroom teachers to teach across subjects makes it possible to develop a rich program of linguistic inquiry in multiple subjects, and such a program can be successfully adapted and implemented by teachers even at the middle and high school levels. We have worked for years to teach scientific inquiry through the domain of language, building on work by Honda (1994) and Honda, O’Neil, and Pippin (2004, 2010). In the process we offer students the tools they need to confront linguistic ideology and prejudice, maybe even before they have directly encountered it. In this chapter, we demonstrate how developing one key topic throughout the year and in multiple domains gives students the opportunity to apply their reasoning to the linguistic phenomena all around them.
Keywords
- Linguistic inquiry,
- Teaching linguistics
Disciplines
- Education and
- Linguistics
Publication Date
January 15, 2019
Editor
Michelle D. Devereaux and Chris C. Palmer
Publisher
Taylor & Francis
DOI
10.4324/9780429486678-21
Citation Information
Kristin Denham and David Pippin. "Sustained Linguistic Inquiry as a Means of Confronting Language Ideology and Prejudice" Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists (2019) p. 147 - 156 Available at: http://works.bepress.com/kristin-denham/35/