What is it about?
When we teach students how language works it is important to teach the validity of all dialects of English. When teachers try to do this, they need to know some linguistics content and some teaching strategies. I found that they also need to be open to students' knowledge and understandings of how language works in their lives, even when students' understandings differ from textbook explanations and definitions.
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Why is it important?
Since all students are experienced language users they all have important understandings to contribute to the classroom study of language. If teachers ignore student understandings, or tell students they are wrong, then students may choose not to engage, or may actively resist the teaching. Because language use is wrapped up with issues of identity and power, teachers who incorporate student understandings into the class content and into their own teaching strategies have more success developing students' overall language knowledge.
Perspectives
The traditional focus on a narrow version of English, Standardized English, does not serve students' language learning. Schools are realizing that a more encompassing knowledge of language, based on linguistic research rather than recycled and misleading beliefs about "proper" English, is important for students in a world of increasing linguistic contact and linguistic complexity. As we expand the type of language learning that is valued in schools we must work to develop teachers who are flexible experts, able to listen to and learn from their students. This requires a particular kind of knowledge of, and for, teaching that blends content knowledge, knowledge of teaching strategies, and valuing student knowledge.
Mike Metz
University of Missouri
Read the Original
This page is a summary of: Pedagogical Content Knowledge for Teaching Critical Language Awareness: The Importance of Valuing Student Knowledge, Urban Education, February 2018, SAGE Publications,
DOI: 10.1177/0042085918756714.
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