AMANDA J GODLEY
Biographic Data
| ID | 5000764 |
|---|---|
| NAME | AMANDA J GODLEY |
| GIVEN NAMES | AMANDA J |
| FAMILY NAME | GODLEY |
| SIGNATURE | GODLEY A J |
| AFFILIATIONS | The Department of Instruction and Learning at the University of Pittsburgh, 5111 Wesley W. Posvar Hall, Pittsburgh, PA 15260; . A former middle and high school teacher, she now researches linguistics-based grammar and language instruction, literacy and identity, and literacy and gender in urban high school English classrooms |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
What Makes You, You”: The Discursive Construction of the Self in US College Application Essays
Purpose: This study draws on genre theory to analyze the linguistic and discursive presentation of the self in successful US college application essays. Research Methods: We used qualitative discourse analysis informed by the systemic functional linguistic concepts of field, tenor, and mode to analyze 20 sample application essays identified as exemplary by college admissions staff from 4 US colleges, along with essay-writing advice obtained from …
Toward the automated analysis of teacher talk in secondary ELA classrooms
Meaningful Language and Grammar Curriculum for the High School English Classroom
Review Article| May 01 2010 MEANINGFUL LANGUAGE AND GRAMMAR CURRICULUM FOR THE HIGH SCHOOL ENGLISH CLASSROOM In Other Words: Lessons on Grammar, Code-Switching, and Academic Writing By David West Brown Portsmouth, N.H.: Heinemann, 2008. Pp. xxv + 150. ISBN 978-0-325-02188-1; $26.25 AMANDA J. GODLEY AMANDA J. GODLEY Search for other works by this author on: This Site Google American Speech (2010) 85 (2): 250–256. https://doi.org/10.1215/00031283-2…
Critical Language Pedagogy in an Urban High School English Class
The purpose of this study was to examine how classroom conversations about diverse dialects of English can provide a useful foundation for critical language and literacy instruction for students who speak African American Vernacular English (AAVE) and other stigmatized dialects. This article describes a weeklong unit on language variety that implemented what we call critical language pedagogy in three predominantly African American, 10th-grade En…
I'll speak in proper slang”: Language ideologies in a daily editing activity
S The purpose of this study was to examine the language ideologies—the assumptions about the nature of language, language variation, and language learning—reflected in a widespread daily editing activity often known as Daily Oral Language or Daily Language Practice. Through a yearlong ethnographic study of grammar instruction in three urban, predominantly African American 10th‐grade English classes, two university researchers and the classroom te…
Preparing Teachers for Dialectally Diverse Classrooms
Scholarship on dialect diversity in classrooms has yielded two seemingly incompatible lines of research. Although numerous pedagogical approaches have been shown to provide productive alternatives to traditional responses to stigmatized dialects, research on public perceptions and teachers’ attitudes suggests that negative beliefs about stigmatized dialects and the students who speak them are deeply entrenched in U.S. society. The authors argue t…
Rewriting Identity: Social Meanings of Literacy and “Re‐visions” of Self
S This article describes and analyzes ways that individual views of self are connected to ways in which society views and gives meaning to writing and other literacy practices. It also explores how an individual's identity is affected by both the ability and the inability to write, and by cultural “master myths” (Gee, 1990) concerning literacy. This was done through a study of the life story and perceptions of literacy of a highly literate Latina…
Preparing Teachers for Dialectally Diverse Classrooms
Scholarship on dialect diversity in classrooms has yielded two seemingly incompatible lines of research. Although numerous pedagogical approaches have been shown to provide productive alternatives to traditional responses to stigmatized dialects, research on public perceptions and teachers’ attitudes suggests that negative beliefs about stigmatized dialects and the students who speak them are deeply entrenched in U.S. society. The authors argue t…
Critical Language Pedagogy in an Urban High School English Class
The purpose of this study was to examine how classroom conversations about diverse dialects of English can provide a useful foundation for critical language and literacy instruction for students who speak African American Vernacular English (AAVE) and other stigmatized dialects. This article describes a weeklong unit on language variety that implemented what we call critical language pedagogy in three predominantly African American, 10th-grade En…
I'll speak in proper slang”: Language ideologies in a daily editing activity
S The purpose of this study was to examine the language ideologies—the assumptions about the nature of language, language variation, and language learning—reflected in a widespread daily editing activity often known as Daily Oral Language or Daily Language Practice. Through a yearlong ethnographic study of grammar instruction in three urban, predominantly African American 10th‐grade English classes, two university researchers and the classroom te…
Toward the automated analysis of teacher talk in secondary ELA classrooms
Rewriting Identity: Social Meanings of Literacy and “Re‐visions” of Self
S This article describes and analyzes ways that individual views of self are connected to ways in which society views and gives meaning to writing and other literacy practices. It also explores how an individual's identity is affected by both the ability and the inability to write, and by cultural “master myths” (Gee, 1990) concerning literacy. This was done through a study of the life story and perceptions of literacy of a highly literate Latina…
What Makes You, You”: The Discursive Construction of the Self in US College Application Essays
Purpose: This study draws on genre theory to analyze the linguistic and discursive presentation of the self in successful US college application essays. Research Methods: We used qualitative discourse analysis informed by the systemic functional linguistic concepts of field, tenor, and mode to analyze 20 sample application essays identified as exemplary by college admissions staff from 4 US colleges, along with essay-writing advice obtained from …
Rewriting Identity: Social Meanings of Literacy and “Re‐visions” of Self
S This article describes and analyzes ways that individual views of self are connected to ways in which society views and gives meaning to writing and other literacy practices. It also explores how an individual's identity is affected by both the ability and the inability to write, and by cultural “master myths” (Gee, 1990) concerning literacy. This was done through a study of the life story and perceptions of literacy of a highly literate Latina…
Preparing Teachers for Dialectally Diverse Classrooms
Scholarship on dialect diversity in classrooms has yielded two seemingly incompatible lines of research. Although numerous pedagogical approaches have been shown to provide productive alternatives to traditional responses to stigmatized dialects, research on public perceptions and teachers’ attitudes suggests that negative beliefs about stigmatized dialects and the students who speak them are deeply entrenched in U.S. society. The authors argue t…
I'll speak in proper slang”: Language ideologies in a daily editing activity
S The purpose of this study was to examine the language ideologies—the assumptions about the nature of language, language variation, and language learning—reflected in a widespread daily editing activity often known as Daily Oral Language or Daily Language Practice. Through a yearlong ethnographic study of grammar instruction in three urban, predominantly African American 10th‐grade English classes, two university researchers and the classroom te…
Critical Language Pedagogy in an Urban High School English Class
The purpose of this study was to examine how classroom conversations about diverse dialects of English can provide a useful foundation for critical language and literacy instruction for students who speak African American Vernacular English (AAVE) and other stigmatized dialects. This article describes a weeklong unit on language variety that implemented what we call critical language pedagogy in three predominantly African American, 10th-grade En…
Meaningful Language and Grammar Curriculum for the High School English Classroom
Review Article| May 01 2010 MEANINGFUL LANGUAGE AND GRAMMAR CURRICULUM FOR THE HIGH SCHOOL ENGLISH CLASSROOM In Other Words: Lessons on Grammar, Code-Switching, and Academic Writing By David West Brown Portsmouth, N.H.: Heinemann, 2008. Pp. xxv + 150. ISBN 978-0-325-02188-1; $26.25 AMANDA J. GODLEY AMANDA J. GODLEY Search for other works by this author on: This Site Google American Speech (2010) 85 (2): 250–256. https://doi.org/10.1215/00031283-2…
Toward the automated analysis of teacher talk in secondary ELA classrooms
What Makes You, You”: The Discursive Construction of the Self in US College Application Essays
Purpose: This study draws on genre theory to analyze the linguistic and discursive presentation of the self in successful US college application essays. Research Methods: We used qualitative discourse analysis informed by the systemic functional linguistic concepts of field, tenor, and mode to analyze 20 sample application essays identified as exemplary by college admissions staff from 4 US colleges, along with essay-writing advice obtained from …
Psychology (7 works) · EFL/ESL Teaching and Learning (6 works) · Pedagogy (6 works) · Sociology (6 works) · Computer Science (5 works) · Linguistics (5 works) · Multilingual Education and Policy (4 works) · Mathematics education (3 works) · Philosophy (3 works) · Political science (3 works)