Annotated Bibliography
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Jomo Kenyatta University of Agriculture and Technology *
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Course
DBA 202
Subject
Linguistics
Date
Nov 24, 2024
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docx
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5
Uploaded by Taione
Hooks, B. (2014). Language: Teaching new worlds/new words. In Teaching to transgress: Education as the practice of freedom (pp. 167-175). Routledge.
Bell Hooks argues for a transformative approach to education, particularly in the area of language instruction, in this key writing from her book “
Teaching to Transgress: Education as the Practice of Freedom”
. She argues that language is a dynamic force that affects power dynamics, relationships, and perceptions in educational contexts rather than being a neutral tool. Hooks fiercely defends the idea that using Black Language is a legitimate method of expression and communication while also recognizing and enjoying linguistic diversity. She argues that conventional educational paradigms frequently marginalize non-standard English, creating a gap between classroom language and the lived experiences of students, especially those from marginalized areas.
Hooks makes a strong argument in favor of an inclusive teaching that accepts the varied language traditions and backgrounds of students. She is an advocate for a setting that encourages kids to participate fully in the educational process. In doing so, according to Hooks, education turns into a tool for emancipation and self-discovery, enabling people to transcend the constraints
of society.
This resource is essential for placing the discussion of linguistic variety in the larger perspective of how it affects educational practices. The persuasive and passionate argument made by Hooks serves as a starting point for examining how Black Language is used in college writing classes. Her work encourages educators to reexamine their methods of instruction and to adopt a more inclusive, liberating strategy that recognizes the richness of linguistic diversity in the classroom.
Baker-Bell, A. (2020). Black language is good on any MLK boulevard. In Linguistic Justice:
Black language, literacy, identity, and pedagogy (pp. 1-10). Routledge.
April Baker-Bell provides a compelling and in-depth examination of the connections between Black language, identity, and educational justice in her book Linguistic Justice: Black language, literacy, identity, and pedagogy. The foundational chapter "Black language is good on any MLK boulevard" emphasizes the intrinsic worth and cultural significance of Black Language. According to Baker-Bell, Black Language has strong cultural roots in African American society and is a viable and genuine language system.
Her assertion that Black Language speakers have a rich and complex communicative skill
that is sometimes ignored or marginalized in formal educational contexts challenges traditional ideas of language proficiency. Baker-Bell promotes educational strategies that value and amplify the perspectives and experiences of Black students by locating Black Language within the broader context of linguistic justice. She argues that affirming and recognizing Black Language is essential for linguistic inclusion as well as for eradicating systemic injustices in schooling.
Baker-Bell's work offers crucial insights for academics, policymakers, and educators alike, challenging them to reconsider their methods for teaching languages. Her work places Black Language as a crucial part of both cultural history and modern language expression, calling for a paradigm shift in how we view and interact with it. Anyone who wants to comprehend and advance linguistic justice, especially in the context of Black language instruction in college writing classes, needs to consult this material.
Lippi-Green, R. (2012). The standard language myth. In English with an Accent: Language, ideology, and discrimination in the United States (pp. 55-65). Routledge.
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Rosina Lippi-Green critically analyses the idea of a standardized English and its effects on linguistic variety in her book “
English with an Accent: Language, Ideology, and Discrimination in the United States”
. The chapter "The standard language myth" questions the widely held notion that a single, uniform English is the sole acceptable language. According to Lippi-Green, this idea reinforces linguistic prejudice by marginalizing non-standard varieties, such as Black Language.
According to the author, language norms are socially produced and frequently support preexisting power hierarchies. She emphasizes how language prejudices, particularly in educational settings, contribute to systemic inequities. The work of Lippi-Green emphasizes the significance of appreciating linguistic diversity and challenging the power dynamics that underlie language ideology.
Lippi-Green challenges readers to critically consider their own presumptions regarding linguistic norms and hierarchy by dismantling the idea of a "standard" language. Her work gives an essential foundation for comprehending the wider effects of linguistic discrimination and sheds light on the difficulties faced by speakers of non-standard varieties, such as those who speak Black Language.
For individuals who are interested in the relationship between language, ideology, and prejudice, this source is crucial. It also offers helpful context for the subject of Black linguistic justice in college writing courses.
Goodman, D. E., & Goodman, Y. M. (2004). Sonja L. Lanehart, Sista, speak! Black women kinfolk talk about language and literacy. Language in Society, 33(3), 462–466. https://dialnet.unirioja.es/servlet/articulo?codigo=923416
The review article “
Sista, Speak!: Black Women Kinfolk Talkin' Story” by David E. Goodman and Yvonne M. Goodman offers a thorough critique of Sonja L. Lanehart's work. The review gives a critique of Lanehart's investigation into the oral storytelling and linguistic customs of Black women's communities. Lanehart is praised by Goodman for her rigorous anthropological work and for putting light on the various language techniques Black women use for communication and cultural preservation.
The review also addresses Lanehart's discussions of Black communities' use of language, literacy, and identity. Goodman recognizes the importance of Lanehart's work in challenging preconceived assumptions of linguistic competence and promoting the acceptance of non-
standard dialects as legitimate means of expression. They also praise the book for its relevance in
educational settings and its contribution to the larger conversation on linguistic diversity.
The review article is an important contribution to Lanehart's original study since it offers new viewpoints and views on the importance of Black women's linguistic practices. It emphasizes the significance of appreciating and valuing linguistic variation among marginalized communities and provides a critical assessment of Lanehart's contributions to the fields of linguistics and literacy studies.
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