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List of References and Research (as of 2007)

Agee, W. H., & Smith, W. L. (1974). Modifying teachers’ attitudes towards speakers of divergent dialects through inservice training. The Journal of Negro Education, 43(1), 82-90.
Alim, H. S. (2005). Critical language awareness in the united States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34(7), 24-31.
Battle, D. E., Aldes, M. E., Grantham, R., Halfond, M., Harris, G. A., Morgenstern-Lopez, N., Smith, G. M., Terrell, S. L., & Cole, L. 1983). Social dialects [position statement].(PS1983-00115) American Speech-Language-Hearing Association.,Committee on the Status of Racial Minorities.
Baugh, J. (2004). Standard english and academic english (dialect) learners in the African diaspora. Journal of English Linguistics, 32(3), 198-209.
Baugh, J. (1988). Why what works hasn’t worked for nontraditional students. The Journal of Negro Education, 57(3), 417-431.
Barnes, S. L. (2003). The ebonics enigma: an analysis of attitudes on an urban college campus. Race Ethnicity and Education, 6(3), 247-263.
Bergin, D. A., & Cooks, H. C. (2002). High school students of color talk about accusations of “acting white”, The Urban Review, 34(2), 113-134.
Blackburn, M. V. (2005). Agency in borderland discourses: Examining language use in a community center with black queer youth. Teachers College Record, 107(1), 89-113.
Brown, D. W. (2006). Micro-level teaching strategies for linguistically diverse learners. Linguistics and Education, 17, 175-195
Carpenter, J. & Hilliard, S. (2005). Shifting parameters of individual and group variation: African American english on Roanoke island. Journal of English Linguistics, 33(2), 161-184.
Craig, D. R. (1983). Teaching standard english to nonstandard speakers: Some methodological issues. The Journal of Negro Education, 52(1), 65-74.
Crinson, J., & Willamson, J. (2004). Non-standard dialect in the formal speech of 15-year-olds on tyneside. Language and Education, 18(3), 207-219.
Croghan, M. (2000). History, linguistic theory, california’s CLAD, and the oakland public schools resolution on ebonics: What are the connections? World Englishes, 19(1), 73-87.
Curzan, A. (2002). Teaching the politics of standard english. Journal of English Linguistics, 30(4), 339-352.
Delpit, L., & Dowdy, J. K. (Eds.). (2002). The skin that we speak. New York: The New Press
Edgerson, D. (2006-2007). The discourse of ebonics: Issues and challenges. National Forum of Educational Administration and Supervision Journal, 23(2), 41-47.
Fickett, J. G. (1972). Tense and aspect in black english. Journal of English Linguistics, 6, 17-19.

Flowers, D. A. (2000). Codeswitching and ebonics in urban adult basic education classrooms. Education and Urban Society, 32(2), 221-236.

Fogel, H., & Ehri, L. C. (2006). Teaching african american english forms to standard american english-speaking teachers: Effects on acquisition, attitudes, and responses to student use. Journal of Teacher Education, 57, 464-480.

Flores, N.L., (1997, November). Using Ebonics and Bilngual Code Switching to Facilitate Clarification Interactions in communications Classrooms and Multicultural Public Speaking. Paper presented at the meeting of the National Communication Association, Chicago, Illinois.

Fordham, S., & Ogbu, J. U. (1986). Black students’ school success: Coping with the “burden of ‘acting white’”. The Urban Review, 18(3), 176-206.

Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.

Godley, A. J., Sweetland, J., & Wheeler, R. S. (2006). Preparing teachers for dialectally diverse classrooms. Educational Researcher, 35(8), 30-37.

Gopaul-McNicol, S., Reid, G., & Wisdom, C. (1998). The psychoeducational assessment of ebonics speakers: Issues and challenges. The Journal of Negro Education, 67(1), 16-24.

Green, L. (2004). Research on african american english since 1998: Origins, description, theory, and practice. Journal of English Linguistics, 32(3), 210-229.

Hamilton, K. (2005). The dialect dilemma: Whether one is speaking ebonics or Appalachian english, sociolinguist say all dialects are created equal. Black Issues in Higher Education, 34-36.

Hilliard , A. G. III. (1992). Behavioral style, culture, and teaching and learning. The Journal of Negro Education, 61(3), 370-377.

Hilliard , A. G. III. (1983). Psychological factors associated with language in the education of the african-american child. The Journal of Negro Education, 52(1), 24-34.

Hollie, S. (2001). Acknowledging the language of african american students: Instructional strategies. The English Journal, 90(4), 54-59.

Hoover, M. R. (1998). A recommended reading list for teachers of students who speak ebonics. The Journal of Negro Education, 67(1), 43-47.

Hornick, K. (1986). Teaching writing to linguistically diverse students (Report No. 32). New York, NY: ERIC Clearinghouse on Urban Education. (ERIC Identifier: ED275792).

Johnson, V. E. (2005). Comprehension of third person singular /s/ in aae-speaking children. Language, Speech, and Hearing Services in Schools, 36, 116-124.

Kirby, A. N. (1998). Response to the issues of ebonics. The English Journal, 87(3), 74-75.

Lanehart, S. L. (1998). African american vernacular english and eduation: The dynamics of pedagogy, ideology, and identity. Journal of English Linguistics, 26(2), 122-135.

Lanehart, S. L. (1996). The language of identity. Journal of English Linguistics, 24(4), 322-331

Lee, C. D. (2006). ‘Every good-bye ain’t gone’: analyzing the cultural underpinnings of classroom talk. International Journal of Qualitative Studies in Education, 19(3), 305-327.

Lippi-Green, R. (2001). What we talk about when we talk about ebonics: Why definitions matter. The Black Scholar, 27(2), 7-11.

Maddahian, Eb, and Ambition Sandamela. Linguistic affirmation program 1998-1999 evaluation report. Program Evaluation and Research Branch, Los Angeles Unified School District, 2000.

McCray, D. (2005). Represent, representin’, representation: The efficacy of hybrid texts in the writing classroom. Journal of Basic Writing, 24(2), 72-91.

Mocombe, P. C. (2006). The sociolinguistic nature of black academic failure in capitalist education: A reevaluation of ‘language in the inner city’ and its social function, ‘acting white’. Race Ethnicity and Education, 9(4), 395-407.

Murrell, P. C. Jr. (2002). African-centered pedagogy: Developing schools of achievement for african american children. Albany: State University of New York Press.

Pandey, A. (2000). TOEFL to the test: Are monodialectal AAL-speakers similar to ESL students? World Englishes, 19(1), 89-106.

Perrry, T., & Delpit, L. (Eds.). (1998). The real ebonics debate. Boston: Beacon Press Books.

Price, R. J., Jr. (2005). Hegemony, hope, and the harlem renaissance: Taking hip hop culture seriously. Convergence, 38(2), 55-64.

Richardson, E. (1998). The anti-ebonics movement: “Standard” english only. Journal of English Linguistics, 26(2), 156-169.

Rickford, J. R., Sweetland, J., & Rickford, A. E. (2004). African American english and other vernaculars in education: A topic-coded bibliography. Journal of English Linguistics, 32(3), 230-320

Rickford, J. R., & Rickford, R. J. (2000). Spoken soul. New York: John Wiley & Sons, Inc.

Rickford, J. R. (1997, January). The Evolution of the Ebonics Issue. The Pidgins and Creoles in Education (PACE) Newsletter, 8. Retrieved July 24, 2007, from http://www.hawaii.edu/satocenter/pace/8-article.htm

Schneider, E. W., & Miethaner, U. (2006). When I started to using BLUR: Accounting for unusual verb complementation patterns in an electronic corpus of earlier african american english. Journal of English Linguistics, 34(3), 233-256.

Schneider, E. W. (1983). The diachronic development of the black english perfective auxiliary phrase. Journal of English Linguistics, 16, 55-64.

Schneider, S. (2006). Freedom schooling: Stokely Carmichael and critical rhetorical education.

Scott, J. L. C. (1998). The serious side of ebonics humor. Journal of English Linguistics, 26(2), 137-155.

Seymour, H. N., Abdulkarim, L., & Johnson, V. (1999). The ebonics controversy: An educational and clinical dilemma. Topics in Language Disorders, 19(4), 66-77.

Smitherman, G. (2004). Language and african americans: Movin on up a lil higher. Journal of English Linguistics, 32, 186-196.

Smitherman, G. (1998). Ebonics, king, and oakland: Some folk don’t believe fat meat is greasy. Journal of English Linguistics, 26(2), 97-107.

Szpara, M. Y., & Wylie, E. C. (2002, April). Writing differences in teacher performance assessments: Effects of African American language use. Paper presented at the meeting of the American Education Research Association, New Orleans.

Taiwanna, A. D., & Kritsonis, W. A. (2006). Bilingualism and how it impacts the african american child. National Journal for Publishing and Mentoring Doctoral Student Research, 3(1), 1-5.

Tamura, E. (2002). African american vernacular english and hawai’I creole English: A comparison of two school board controversies. The Journal of Negro Education, 71(1/2), 17-30.

Taylor, O. L. (1998). Ebonics and educational policy: Some issues for the next millennium. The Journal of Negro Education, 67(1), 35-42.

Terry, N. P. (2006). Relations between dialect variation, grammar , and early spelling skills. Reading and Writing, 19, 907-931.

Thompson, R. (2002, August). African American Vernacular English and Dialect Awareness in English Departments. Paper presented at the Biennial Society for Caribbean Lnguistics Conference, West Indies.

Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership, 64(6), 28-33.

Wassink, A. B., & Curzan, A. (2004). Addressing ideologies around african american english. Journal of English Linguistics, 32(3), 171-185.

Wheeler, R. S. (2005). Code-switch to teach standard english. English Journal, 94(5), 108-112

Wolfram, W. (1998). Language ideology and dialect: Understanding the oakland ebonics controversy. Journal of English Linguistics, 26(2), 108-121.

Wofram, W. (1993). Ethical considerations in language awareness programs. Issues in Applied Linguistics, 4(2), 225-255.

Woodson, C. G. (1933). The Mis-Education of The Negro. Chicago: African American Images.

HCE

Sakods, K., & Siegel, J. (2003). Pidgin grammar: An introduction to the creole language of hawai’i. Honolulu: Bess Press.

Simonson, D., Sasaki, P., & Sakata, K. (2005). Pidgin to da max. Honolulu: Bess Press

Tonouchi, L. A. (2004). Da state of pidgin address. College English, 67(1), 75-82.

Young, M. (2002). Standard English and student bodies: Institutionalizing race and literacy in hawai’i. College English, 64(4), 405-431.

Leap, W. L. (1993). American indian english. Salt Lake City: University of Utah Press.

Wyatt, T. A. (1995). Language development in african american english child speech. linguistics and education, 22(7), 7-22. Lipka, J. (2002). Schooling for self-determination: Research on the effects of including native language and culture in the schools. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Identifier: ED459989).

McCarty, T.L., Romero-Little, M.E., & Zepeda, O. (2006). Native American Youth Discourses on Language Shift and Retention: Ideological Cross-currents and Their Implications for Language Planning. The international Journal of Bilingual Education and Bilingualism, 9(5), 659-677

Reyhner, J., Martin, J., Lockard, L., & Gilbert, W.S. (Eds.). (2000) Learn in Beauty: Indigenous Education for a New Century. Flagstaff: Center for Excellence in Education

Baugh, J. (     ). Hypocorrection: Mistakes in production of vernacular African American english as a second dialect.    ,  , 317-326.

Mid-continent Research for Education and learning. (2002, September). Effective Standards-Based Practices For Native American Students: A Review Of Research Literature (ED-01-CO-0006). Aurora, CO: Author

Goodluck, M.A., Lockard, L., & Yazzie, D. (2000). Language Revitalization in Navajo/English Dual Language Classrooms.

Roessel, R. A. (1999). Navajo Education and the Future. Journal of American Indian Education, 38(3), NO PAGE NUMBERS

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