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Wiley, Gerda de Klerk, Wayne E. Wright 205 $a2nd ed. 210 1$aBlue Ridge Summit, PA :$cMultilingual Matters,$d[2005] 210 4$dİ2005 215 $a1 online resource (219 p.) 225 0 $aNew Perspectives on Language and Education 300 $aDescription based upon print version of record. 311 08$a1-85359-796-1 311 08$a1-85359-797-X 327 $tFront matter --$tContents --$tAcknowledgements --$tIntroduction --$t1. Ebonics: Background to the Policy Debate --$t2. Using the Vernacular to Teach the Standard --$t3. Educational Implications of Ebonics --$t4. Black Language and the Education of Black Children: One Mo Once --$t5. Ebonics and Education in the Context of Culture: Meeting the Language and Cultural Needs of English Learning African American Students --$t6. Language Varieties in the School Curriculum: Where Do They Belong and How Will They Get There? --$tIntroduction --$tA. ORIGINAL OAKLAND UNIFIED SCHOOL DISTRICT RESOLUTION ON EBONICS --$tB.CONGRESSIONAL RESPONSE --$tC. MARTIN LUTHER KING JUNIOR ELEMENTARY SCHOOL CHILDREN ET AL. V. ANN ARBOR SCHOOL DISTRICT BOARD --$tD. A Linguist Looks At the Ebonics Debate --$tE. POLICY STATEMENT OF THE TESOL BOARD ON AFRICAN AMERICAN VERNACULAR ENGLISH1 --$tScholarly References and News Titles 330 $aControversy erupted in 1996 when the Oakland Unified School District?s ?Ebonics Resolution? proposed an approach to teaching Standard English that recognized the variety of English spoken by African American students. With new demands for accountability driven by the No Child Left Behind policy and its emphasis on high-stakes testing in Standard English, this debate will no doubt rise again. This book seeks to better inform this next episode. In Part 1, leading scholars place the debate within its historical and contemporary context, provide clear explanations of what Ebonics is and is not, and offer practical approaches schools can and should follow to address the linguistic needs of African American students. Part 2 provides original documents that accompanied the debate, including the original resolutions, legislation, organization position papers, and commentary/analyses from leading linguists. This book is written for all those whose work impacts the lives of Ebonics speakers in our public schools. 410 0$aNew Perspectives on Language and Education 606 $aBlack English 606 $aAfrican Americans$xEducation$zUnited States 606 $aEnglish language$xAfrican American students$xStudy and teaching 606 $aBlack English$xSocial aspects 606 $aLanguage and education 615 4$aBlack English. 615 0$aAfrican Americans$xEducation 615 0$aEnglish language$xAfrican American students$xStudy and teaching. 615 0$aBlack English$xSocial aspects. 615 0$aLanguage and education. 676 $a371.82996073 700 $aLee$b Enid$4aut$4http://id.loc.gov/vocabulary/relators/aut$01807242 702 $aRamirez$b David J$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aWiley$b Terrence G.$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aWright$b Wayne E.$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $ade Klerk$b Gerda$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910967519803321 996 $aEbonics$94356852 997 $aUNINA