Subject Areas : Second Language Education
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Keywords:
Abstract :
References:
Bettivia, R. (2011). The Middle Schoolers' Debatabase: 75 Current Controversies for Debaters. New York: International Debate Education Association.
Blake, M. E., & Van Sickle, M. (2001). Helping linguistically diverse students share what they know. Journal of Adolescent & Adult Literacy, 44(5), 468- 475.
Blake, R., & Cutler, C. (2003). AAE and variation in teachers’ attitudes: A question of school philosophy?. Linguistics and Education, 14(2), 163-194.
Blundon, P. H. (2016). Nonstandard Dialect and Educational Achievement: Potential Implications for First Nations Students. Canadian Journal of Speech-Language Pathology & Audiology, 40(3), 218-231.
Bowie, R.L., & Bond, C. L. (1994). Influencing future teachers' attitudes toward Black English: Are we making a difference?. Journal of Teacher Education, 45(2), 112-118.
Bozoglan, H., & Gok, D. (2017). Effect of mobile-assisted dialect awareness training on the dialect attitudes of prospective English language teachers. Journal of Multilingual and Multicultural Development, 38(9), 772-787.
Brady, J. (2015). Dialect, power and politics: Standard English and adolescent identities. Literacy, 49(3), 149-157.
Byrd, D., & Mintz, T. H. (2010). Discovering speech, words, and mind. Chichester, West Sussex: Wiley-Blackwell.
Canagarajah, A. S. (2006). TESOL at forty: What are the issues? Tesol Quarterly, 40(1), 9-34.
Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
Cheshire, J. (1989). Dialect and education: Some European perspectives. Bristol: Multilingual. Matters.
Choy, S. J., & Dodd, D. H. (1976). Standard and nonstandard Hawaiian English-speaking children: Comprehension of both dialects and teacher's evaluations. Journal of Educational Psychology, 68(2), 184-193.
Corson, D. (2000). Language diversity and education. Mahwah, NJ: Lawrence Erlbaum.
Cross, J. B., DeVaney, T., & Jones, G. (2001). Pre-service teacher attitudes toward differing dialects. Linguistics and Education, 12(2), 211-227.
Davies, A. & Catherine E. (2004). The Handbook of Applied Linguistics. Cornwall: Blackwell Publishing Ltd.
Davies, W. V. (2000). Language awareness amongst teachers in a central German dialect area. Language Awareness, 9(3), 119-134.
Debose, C. (2007). The Ebonics Phenomenon, Language Planning, and the Hegemony of Standard English. In H. S. Alim & J, Baugh. (Eds.), Talkin Black Talk: Language, Education, and Social Change (pp.30-42). New York: Teachers College Press.
Delpit, L. (2006). Other people's children: Cultural conflict in the classroom. New York: The New Press.
Delpit, L. (2012). What should teachers do? Ebonics and culturally responsive instruction. In S. J. Nero (Eds.), Dialects, Englishes, Creoles, and Education (pp. 108–116). UK: Routledge.
Dent, S. R. (2004). Attitudes of native and nonnative speakers of English toward various regional and social US English accents (Unpublished thesis). University of Iowa, US.
Deterding, D. (1998). Approaches to Diglossia in the classroom: The Middle way. RECT, 1998 (2), 18-23.
Ellis, D. (2013). From master student to master employee. Boston, MA: Cengage.
Filson, N. A. (2018). Exploring English Language Arts Pre-Service Teachers' Standard Language Ideologies: A Mixed Methods Study (Unpublished doctoral dissertation). University of North Carolina, United States.
Forlini, G., Bauer, M. B., Biener, L., Capo, L., Kenyon, K. M., Shaw, D. H., & Verner, Z. (1990). Grammar and composition. Englewood Cliffs, NJ: Prentice Hall.
Fromkin, V., & Rodman, R. (1998). An introduction to language. Fort Worth, TX: Harcourt Brace College Publishers.
Fromkin, V. A. (2014). Tone: A linguistic survey. New York: Academic Press.
Gerard, V. H. (2012). What is sociolinguistics? Malden, MA, and Oxford: Wiley-Blackwell.
Ghafar Samar, R., Navidinia, H., & Mehrani, M. (2012). Globalization, standardization, and dialect leveling in Iran. Iranian Journal of Applied Language Studies, 2(1), 17-30.
Goodman, K. S., & Buck, C. (1973). Dialect barriers to reading comprehension revisited. The Reading Teacher, 27(1), 6-12.
Haller, E. J., & Waterman, M. (1985). The criteria of reading group assignments. The Reading Teacher, 38(8), 772-781.
Henry, A. (2005). Non-standard dialects and linguistic data. Lingua, 115(11), 1599-1617.
Hopper, R. (1973). Is deprivation linguistic? Suggested Changes for Teacher Training Programs Concerned with Black English. Kansas Journal of Sociology, 209-216.
Hopper, R., & Williams, F. (1973). Speech characteristics and employability. Communications Monographs, 40(4), 296-302.
Hoover, M. R., McNair-Knox, F., Lewis, S. A., & Politzer, R. L. (1996). African American English attitude measures for teachers. Handbook of tests and measurements for Black populations, 1, 83-93.
Johnson, K. R. (1971). Teacher's attitude toward the nonstandard Negro dialect—let's change it. Elementary English, 48(2), 176-184.
Jones, G. S. (1972). Speech and language characteristics of Negro speakers. Dissertation Abstracts International, 33, 844.
Kunschak, C. (2003). Awareness of and attitudes toward variation in L2: Origins, prevalence and implications for second/foreign language teaching (Unpublished doctoral dissertation). University of Arizona, United States.
Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States. New York: Routledge.
Matsuda, A. (2002). Japanese attitudes toward English: A case study of high school students (Unpublished doctoral dissertation). University of Purdue, India.
McKenzie, R. M. (2007). A quantitative study of the attitudes of Japanese learners towards varieties of English speech: Aspects of the sociolinguistics of English in Japan (Unpublished doctoral dissertation). University of Edinburgh, UK.
McGill, S. (2000). Language and marginality. Wilmington, NC: Intellect Books.
Meier, T. (1999). The case for Ebonics as part of exemplary teacher preparation. In C. Adger, D. Taylor, & O. Taylor (Eds.), Making the connection: Language and academic achievement among African American students (pp. 97-114). Washington, D.C.: Delta Systems, Center for Applied Linguistics.
Mirshahidi, S. (2017). I find you attractive but I don’t trust you: the case of language attitudes in Iran. Journal of Multilingual and Multicultural Development, 38(2), 146-159.
Milroy, J., & Milroy, L. (2014). Real English: the grammar of English dialects in the British Isles. London, UK: Routledge.
Modarresi, Y. (Ed.). (2001). Aspects of sociolinguistics in Iran. International Journal of Sociology of Language, 148, 1-3.
Mauranen, A. (2012). Exploring ELF: Academic English shaped by non-native speakers. Cambridge: Cambridge University Press
Negari, G.M. (2012). Correct or Incorrect Language: A Case of Iranian EFL Teachers. Theory & Practice in Language Studies, 2(10), 2153-2159.
Pavlou, P., & Papapavlou, A. (2004). Issues of dialect use in education from the Greek Cypriot perspective. International Journal of Applied Linguistics, 14(2), 243-258.
Pavlou, S. (1990) The suppression of the Greek language in Cyprus [in Greek]. Athens: Pentadahtylos.
Rezaei, S., Khosravizadeh, P., & Mottaghi, Z. (2019). Attitudes toward World Englishes among Iranian English language learners. Asian Englishes, 21(1), 52-69.
Rezaei, S., & Tadayyon, M. (2018). Linguistic landscape in the city of Isfahan in Iran: The representation of languages and identities in Julfa. Multilingual, 37(6), 701-720.
Rezaei, S., Khatib, M., & Baleghizadeh, S. (2014). Language identity among Iranian English language learners: a nationwide survey. Journal of Multilingual and Multicultural Development, 35(5), 527-536.
Riney, T. (1990). Linguistic controversies. AAVE structures, and Midwest attitudes. ED 324 969.
Seargeant, P. & Greenwell B. (2013). From language to creative writing: An introduction. New York, NY: Bloomsbury Publishing Plc.
Snowden, W. (2015). Nonstandard Languages: The Outcasts of the Language Revitalization Movement (Unpublished thesis). University of Liberty, US.
Spears, A. K. (1999). Teaching “minorities” about language and culture. Race and ideology: Language, symbolism, and popular culture, 61-81.
Taylor, O. (1973). Teachers’ attitudes toward black and nonstandard English as measured by the language attitude scale. Language attitudes: Current trends and prospects, 174-201.
Trudgill, P. (1979). Standard and non-standard dialects of English in the United Kingdom: Problems and policies. International Journal of the Sociology of Language, 1979(21), 9-24.
Van Sickle, M., Aina, O., & Blake, M. (2002). A case study of the sociopolitical dilemmas of Gullah-speaking students: Educational policies and practices. Language Culture and Curriculum, 15(1), 75-88.
Wodak, R., & Corson, D. (1997). Encyclopedia of Language and Education. Springer Science & Business Media.
Yiakoumetti, A., & Mina, M. (2011). The influence of first-language bidialectism in foreign-language classrooms: observations from Cyprus. Language, Culture and Curriculum, 24(3), 287-297.
Yost, J. B. (1977). The effect of standard English and Black nonstandard English dialects on listeners' comprehension and evaluation of the speaker's credibility (Doctoral dissertation), University of Georgia, United States.
Bettivia, R. (2011). The Middle Schoolers' Debatabase: 75 Current Controversies for Debaters. New York: International Debate Education Association.
Blake, M. E., & Van Sickle, M. (2001). Helping linguistically diverse students share what they know. Journal of Adolescent & Adult Literacy, 44(5), 468- 475.
Blake, R., & Cutler, C. (2003). AAE and variation in teachers’ attitudes: A question of school philosophy?. Linguistics and Education, 14(2), 163-194.
Blundon, P. H. (2016). Nonstandard Dialect and Educational Achievement: Potential Implications for First Nations Students. Canadian Journal of Speech-Language Pathology & Audiology, 40(3), 218-231.
Bowie, R.L., & Bond, C. L. (1994). Influencing future teachers' attitudes toward Black English: Are we making a difference?. Journal of Teacher Education, 45(2), 112-118.
Bozoglan, H., & Gok, D. (2017). Effect of mobile-assisted dialect awareness training on the dialect attitudes of prospective English language teachers. Journal of Multilingual and Multicultural Development, 38(9), 772-787.
Brady, J. (2015). Dialect, power and politics: Standard English and adolescent identities. Literacy, 49(3), 149-157.
Byrd, D., & Mintz, T. H. (2010). Discovering speech, words, and mind. Chichester, West Sussex: Wiley-Blackwell.
Canagarajah, A. S. (2006). TESOL at forty: What are the issues? Tesol Quarterly, 40(1), 9-34.
Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
Cheshire, J. (1989). Dialect and education: Some European perspectives. Bristol: Multilingual. Matters.
Choy, S. J., & Dodd, D. H. (1976). Standard and nonstandard Hawaiian English-speaking children: Comprehension of both dialects and teacher's evaluations. Journal of Educational Psychology, 68(2), 184-193.
Corson, D. (2000). Language diversity and education. Mahwah, NJ: Lawrence Erlbaum.
Cross, J. B., DeVaney, T., & Jones, G. (2001). Pre-service teacher attitudes toward differing dialects. Linguistics and Education, 12(2), 211-227.
Davies, A. & Catherine E. (2004). The Handbook of Applied Linguistics. Cornwall: Blackwell Publishing Ltd.
Davies, W. V. (2000). Language awareness amongst teachers in a central German dialect area. Language Awareness, 9(3), 119-134.
Debose, C. (2007). The Ebonics Phenomenon, Language Planning, and the Hegemony of Standard English. In H. S. Alim & J, Baugh. (Eds.), Talkin Black Talk: Language, Education, and Social Change (pp.30-42). New York: Teachers College Press.
Delpit, L. (2006). Other people's children: Cultural conflict in the classroom. New York: The New Press.
Delpit, L. (2012). What should teachers do? Ebonics and culturally responsive instruction. In S. J. Nero (Eds.), Dialects, Englishes, Creoles, and Education (pp. 108–116). UK: Routledge.
Dent, S. R. (2004). Attitudes of native and nonnative speakers of English toward various regional and social US English accents (Unpublished thesis). University of Iowa, US.
Deterding, D. (1998). Approaches to Diglossia in the classroom: The Middle way. RECT, 1998 (2), 18-23.
Ellis, D. (2013). From master student to master employee. Boston, MA: Cengage.
Filson, N. A. (2018). Exploring English Language Arts Pre-Service Teachers' Standard Language Ideologies: A Mixed Methods Study (Unpublished doctoral dissertation). University of North Carolina, United States.
Forlini, G., Bauer, M. B., Biener, L., Capo, L., Kenyon, K. M., Shaw, D. H., & Verner, Z. (1990). Grammar and composition. Englewood Cliffs, NJ: Prentice Hall.
Fromkin, V., & Rodman, R. (1998). An introduction to language. Fort Worth, TX: Harcourt Brace College Publishers.
Fromkin, V. A. (2014). Tone: A linguistic survey. New York: Academic Press.
Gerard, V. H. (2012). What is sociolinguistics? Malden, MA, and Oxford: Wiley-Blackwell.
Ghafar Samar, R., Navidinia, H., & Mehrani, M. (2012). Globalization, standardization, and dialect leveling in Iran. Iranian Journal of Applied Language Studies, 2(1), 17-30.
Goodman, K. S., & Buck, C. (1973). Dialect barriers to reading comprehension revisited. The Reading Teacher, 27(1), 6-12.
Haller, E. J., & Waterman, M. (1985). The criteria of reading group assignments. The Reading Teacher, 38(8), 772-781.
Henry, A. (2005). Non-standard dialects and linguistic data. Lingua, 115(11), 1599-1617.
Hopper, R. (1973). Is deprivation linguistic? Suggested Changes for Teacher Training Programs Concerned with Black English. Kansas Journal of Sociology, 209-216.
Hopper, R., & Williams, F. (1973). Speech characteristics and employability. Communications Monographs, 40(4), 296-302.
Hoover, M. R., McNair-Knox, F., Lewis, S. A., & Politzer, R. L. (1996). African American English attitude measures for teachers. Handbook of tests and measurements for Black populations, 1, 83-93.
Johnson, K. R. (1971). Teacher's attitude toward the nonstandard Negro dialect—let's change it. Elementary English, 48(2), 176-184.
Jones, G. S. (1972). Speech and language characteristics of Negro speakers. Dissertation Abstracts International, 33, 844.
Kunschak, C. (2003). Awareness of and attitudes toward variation in L2: Origins, prevalence and implications for second/foreign language teaching (Unpublished doctoral dissertation). University of Arizona, United States.
Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States. New York: Routledge.
Matsuda, A. (2002). Japanese attitudes toward English: A case study of high school students (Unpublished doctoral dissertation). University of Purdue, India.
McKenzie, R. M. (2007). A quantitative study of the attitudes of Japanese learners towards varieties of English speech: Aspects of the sociolinguistics of English in Japan (Unpublished doctoral dissertation). University of Edinburgh, UK.
McGill, S. (2000). Language and marginality. Wilmington, NC: Intellect Books.
Meier, T. (1999). The case for Ebonics as part of exemplary teacher preparation. In C. Adger, D. Taylor, & O. Taylor (Eds.), Making the connection: Language and academic achievement among African American students (pp. 97-114). Washington, D.C.: Delta Systems, Center for Applied Linguistics.
Mirshahidi, S. (2017). I find you attractive but I don’t trust you: the case of language attitudes in Iran. Journal of Multilingual and Multicultural Development, 38(2), 146-159.
Milroy, J., & Milroy, L. (2014). Real English: the grammar of English dialects in the British Isles. London, UK: Routledge.
Modarresi, Y. (Ed.). (2001). Aspects of sociolinguistics in Iran. International Journal of Sociology of Language, 148, 1-3.
Mauranen, A. (2012). Exploring ELF: Academic English shaped by non-native speakers. Cambridge: Cambridge University Press
Negari, G.M. (2012). Correct or Incorrect Language: A Case of Iranian EFL Teachers. Theory & Practice in Language Studies, 2(10), 2153-2159.
Pavlou, P., & Papapavlou, A. (2004). Issues of dialect use in education from the Greek Cypriot perspective. International Journal of Applied Linguistics, 14(2), 243-258.
Pavlou, S. (1990) The suppression of the Greek language in Cyprus [in Greek]. Athens: Pentadahtylos.
Rezaei, S., Khosravizadeh, P., & Mottaghi, Z. (2019). Attitudes toward World Englishes among Iranian English language learners. Asian Englishes, 21(1), 52-69.
Rezaei, S., & Tadayyon, M. (2018). Linguistic landscape in the city of Isfahan in Iran: The representation of languages and identities in Julfa. Multilingual, 37(6), 701-720.
Rezaei, S., Khatib, M., & Baleghizadeh, S. (2014). Language identity among Iranian English language learners: a nationwide survey. Journal of Multilingual and Multicultural Development, 35(5), 527-536.
Riney, T. (1990). Linguistic controversies. AAVE structures, and Midwest attitudes. ED 324 969.
Seargeant, P. & Greenwell B. (2013). From language to creative writing: An introduction. New York, NY: Bloomsbury Publishing Plc.
Snowden, W. (2015). Nonstandard Languages: The Outcasts of the Language Revitalization Movement (Unpublished thesis). University of Liberty, US.
Spears, A. K. (1999). Teaching “minorities” about language and culture. Race and ideology: Language, symbolism, and popular culture, 61-81.
Taylor, O. (1973). Teachers’ attitudes toward black and nonstandard English as measured by the language attitude scale. Language attitudes: Current trends and prospects, 174-201.
Trudgill, P. (1979). Standard and non-standard dialects of English in the United Kingdom: Problems and policies. International Journal of the Sociology of Language, 1979(21), 9-24.
Van Sickle, M., Aina, O., & Blake, M. (2002). A case study of the sociopolitical dilemmas of Gullah-speaking students: Educational policies and practices. Language Culture and Curriculum, 15(1), 75-88.
Wodak, R., & Corson, D. (1997). Encyclopedia of Language and Education. Springer Science & Business Media.
Yiakoumetti, A., & Mina, M. (2011). The influence of first-language bidialectism in foreign-language classrooms: observations from Cyprus. Language, Culture and Curriculum, 24(3), 287-297.
Yost, J. B. (1977). The effect of standard English and Black nonstandard English dialects on listeners' comprehension and evaluation of the speaker's credibility (Doctoral dissertation), University of Georgia, United States.
