African American literacies unleashed : vernacular English and the composition classroom / Arnetha F. Ball and Ted Lardner ; with a foreword by Keith Gilyard.
Series: Studies in writing & rhetoricPublication details: Carbondale : Southern Illinois University Press, c2005.Description: xxi, 217 p. ; 23 cmISBN:- 0809326590 (hbk. : alk. paper)
- 0809326604 (pbk.)
- African Americans -- Languages
- English language -- Rhetoric -- Study and teaching -- United States
- English language -- Composition and exercises -- Study and teaching -- United States
- English language -- Study and teaching -- United States
- African Americans -- Education
- Black English -- United States
- 808/.042/08996073 22
- PE3102.N44 B35 2005
| Item type | Current library | Shelving location | Call number | Copy number | Status | Date due | Barcode | |
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NMC Library | Stacks | PE3102 .N44 B35 2005 (Browse shelf(Opens below)) | 1 | Available | 33039000981554 |
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| PE3102 .N42 C36 2005 Gettin' our groove on : rhetoric, language, and literacy for the hip hop generation / | PE3102 .N42 G74 2011 Language and the African American child / | PE3102 .N42 M39 2017 Talking back, talking Black : truths about America's Lingua Franca / | PE3102 .N44 B35 2005 African American literacies unleashed : vernacular English and the composition classroom / | PE3102 .N46 D5 Lexicon of Black English / | PE3711 .D43 2017 Vulgar tongues : an alternative history of English slang / | PE3711 .P3 1970B Slang to-day and yesterday, with a short historical sketch and vocabularies of English, American and Australian slang. |
Includes bibliographical references (p. 199-209) and index.
How we got here -- Knowledge that needs to be gained : knowledge is important, but knowledge is not enough -- Reflecting on the pedagogies of others : community-based organizations as models -- Developing self-efficacy and reflective optimism : the process of moving beyond internalization -- Playin' the dozens : principles and practices for crafting classrooms that unleash students' literate possibilities -- Where we go from here : implications for writing program administrators, teacher educators, and researchers.
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