| "This longitudinal study of four anglophone Caribbean students at a New York City College offers an in-depth examination of the students’ written and spoken language, as well as related issues such as language and identity, language attitudes, and educational responses to ethnolinguistic diversity. Case studies of the participants constitute the core of the book. The study is premised on the notion that language use is socially determined. Therefore, any analysis of a student’s language performance in school must include a broader examination of the sociocultural contexts within which the student’s language and literacy practices have developed. To this end, the book examines sociopolitical implications in defining language and dialect; and discusses the importance of language attitudes in educational practice, especially in placement, assessment, reading, and writing instruction. Year: 2001 Pages: 192" |
