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Saturday, October 12 • 3:40pm - 5:30pm
(J3) Maher & Edwards: Changes in attitudes toward variation in teachers of a code-switching curriculum

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Changes in attitudes toward variation in teachers of a code-switching curriculum

Multiple studies have found a relationship between dialect differences and reading achievement, leading to proposals for sociolinguistically-informed approaches to instruction. In addition to providing linguistic support for students, sociolinguistically-informed curricula have the potential to improve teachers’ attitudes toward variation. Schools in Baltimore, MD were recruited to teach ToggleTalk, a K-1 curriculum designed to teach children who speak African American English to code-shift; half of recruited schools were randomly assigned to a control condition. Teachers’ attitudes toward variation before and after curriculum implementation were measured with a survey. As predicted, teacher attitudes became significantly more favorable toward variation over the course of the school year. However, this was true regardless of condition. Though this finding does not contradict the hypothesis that teaching a sociolinguistically-informed curriculum would improve teacher attitudes, we interpret this result cautiously, discussing the limitations of our data.

Speakers
ZM

Zachary Maher

University of Maryland
JE

Jan Edwards

University of Maryland


Saturday October 12, 2019 3:40pm - 5:30pm
EMU Ballroom


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