Accommodating Dialect Speakers in the Classroom
Sociolinguistic Aspects of Textbook Writing
Bibliographic Data
| ID | 9640707 |
|---|---|
| Authors | Christina E Kramer (corresponding author) |
| Year | 2004 |
| Volume | 46 |
| Issue | 1-2 |
| Pages | 59-72 |
| Publication date | 2004-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Canadian Slavonic Papers (JOURNAL) |
| Journal identifiers | ISSN: 0008-5006 • E-ISSN: 2375-2475 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00085006.2004.11092346 |
| OpenAlex | W2088179689 |
| Language | EN |
| References cited | 6 |
This paper discusses the special problems of developing teaching materials for less commonly taught languages—Macedonian, in particular. I consider materials designed for mixed groups of students with varying degrees of linguistic knowledge and with differing goals for language acquisition, which range from a desire for greater oral fluency in the home environment to rapid acquisition of reading knowledge for scholarly research. I discuss both the choice of pedagogical method and linguistic code. Through the description of course materials I show how to provide access to the standard language, while erecting a bridge from dialect to standard language. I maintain that, while focusing on standard forms, it is particularly helpful to (a) provide cultural support and recognition of dialect variation, and (b) to rely on mixed pedagogic techniques and strategies. Because many heritage speakers come from families of rural background, which left Europe in the early- to mid-twentieth century, many students cannot envision Macedonia as a modern state. Thus, teaching materials need to fill in the cultural gaps, building on students’ home knowledge, while providing a contemporary picture of Macedonia as a modern, multi-ethnic, multi-lingual state. The teaching of history also needs to be integrated in the texts, drills, and supplementary readings. In areas where pronunciation, morphology, and syntactic patterns are in transition, I discuss variation and sociolinguistic factors, but do insist on an understanding of the standard. If we as teachers do not require knowledge of the standard, we perpetuate illiteracy and the use of home language in limited domains
First language · Fluency · Language acquisition · Linguistics · Mathematics education · Pronunciation · Reading (process · Sociology · Standard language · Variation (astronomy · Variety (cybernetics · Computer Science · Gender Studies in Language · Linguistics, Language Diversity, and Identity · Multilingual Education and Policy · Psychology
| Highly cited | No |
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