In the News
“Much bigger than technology or classroom space, the most important factor in determining student success is having a good teacher. In two 15-minute sessions, Bob Pianta (University of Virginia) can tell whether a teacher is good or bad—regardless of their subject matter. Plus: Heralded by Time as one of the ten best college presidents, Freeman Hrabowski (University of Maryland, Baltimore County) has helped build UMBC’s reputation as a top school for students of color in STEM fields. And: Surprisingly, sometimes the problem in math class is not with numbers, but with words. Anne Charity Hudley (College of William and Mary) believes teachers need to be more aware of how cultural language differences can put some students at a disadvantage in the classroom.”
In this April 2013 interview on National Public Radio’s All Things Considered and hosted on the NPR Code Switch Blog, I talk about Baltimore adolescents’ use of ‘yo’ as a gender-neutral 3rd person singular pronoun–an unusual and interesting linguistic innovation in American English.
This story in the newsletter from the Middle Grades Partnership reports on how participants in our week-long language variation professional development workshop for Baltimore middle school teachers. One teacher called MGP’s 2011 language variation workshop “an eye-opening” revelation and said she “applied everything immediately.” Another reports that the workshop gave him “a whole new vocabulary with which to talk about language.” You can read the article here.
This story in the Fall 2011 issue of the UMBC Magazine talks about the podcasts on Baltimore language and culture produced by students and me in my Spring 2011 seminar, “Language in Diverse Schools and Communities” and includes a picture of me working with local public and independent K-12 educators.
In this interview in Patch I talk about the use of the word “rape” in sports metaphors. On the one hand, language is always changing, and taking a word with a literal meaning and using it in a figurative sense is a common linguistic process. On the other hand, as I say in the article, “There is a lot of linguistic evidence to suggest that the way we talk about social situations can reflect how we think about them. A victim of rape, for example, might justifiably believe that this type of sports metaphor not only celebrates athletic prowess but also glorifies the act of rape itself.” Check out the article here.
“Item: Professor Christine Mallinson of the University of Maryland, Baltimore County has had her graduate students examining language variations in Baltimore. These students have produced podcasts on accent features among African-Americans, multiculturalism and ethnicity, and hon as a linguistic and identity marker. The hon podcast in particular, being academic and dispassionate, should be a welcome change from the recent shouting over the word.”
This UMBC press release announces our new three-year grant, “Assessing the Results of Sociolinguistic Engagement with K-12 STEM Education in Maryland and Virginia Public and Independent Schools,” in which we will work with K-12 STEM educators in the Baltimore and Richmond areas to collect data on how these educators learn from professional development workshops on language variation and integrate pedagogy and assessment techniques into their classroom. Our research also provides immediate practical application to educators’ pedagogy and practice in the form of educator workshops, teacher designed readings, and a website for educators that ensures that the research outcomes of our project are broadly disseminated.
In this interview on WAMU 88.5 American University Radio I talk about the Tidewater Accent on Tangier Island, Virginia, which is also characteristic of the eastern shores of Maryland and Virginia and of the Outer Banks of North Carolina. Check out the story here.
Our book was profiled in an article on Vocabulogic — a site for educators that focuses on “linguistic insight and word knowledge.” The article is called “Dialect, Slang, Jargon, Register: Implications for Instruction,” which are topics that we definitely discuss at length in our book.
Our work and our book are featured in the “Teachers at Work” column on the Visual Thesaurus. Part 1 of the interview explains how our book came together and why we do what we do. An excerpt from our book called “Dameon’s Rap” discusses how to use rap and hip-hop for creative vocabulary learning. Part 2 of the interview describes our current work with educators and students and our plans to create more resources for teachers to use in class.
In an essay called “Why I Do What I Do,” Dr. Lauren Hall-Lew mentions our book as an example of sociolinguists who make academic research immediately practical by bringing insights directly to classroom teachers.
Listen to Dr. Anne Charity Hudley discuss how our book helps educators work with language variations, to make sure students don’t suffer for the way they talk. Also featured is Dr. Theresa Burriss, an expert on Affrilachian (Appalachian African American) poets.
Our book is reviewed by Cara Shousterman, Ph.D. student at New York University, on Word. The Online Journal on African American English.
In this short article and three-minute video clip, I explain how, in educational settings, the language that students bring with them to school can significantly affect how they perform academically.
In this post on Word. The Online Journal on African American English, Dr. Renee Blake and Cara Shousterman, both of the New York University Linguistics Department, highlight on our work with educators as helping bridge what is too often a divide between what goes on in the academy and what happens in the “real” world.
June 21, 2009 “Is There A Right Way to Speak English?” Interview
I was interviewed about dialects of English for Studio Classroom, the second most popular English-teaching magazine in Taiwan. The magazine provides practical, interesting articles to help readers improve their English skills.