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A. Explain what a standard form of a language is and what dialects and creoles are.
1. Discuss the difficulties or limitations students who speak nonstandard English may encounter in terms of receiving assistance from support personnel because they identify English as their first language.
B. Identify two legitimate dialects or creoles spoken by students in classrooms.
Note: You may select two dialects or two creoles, or you may select one dialect and one creole.
C. Discuss specific features of the identified dialects or creoles from part B.
1. Discuss two similarities and two differences between Standard American English (SAE) and each of the identified dialects or creoles from part B.
a. Discuss how these similarities and differences affect further learning in SAE, especially in writing.
2. Discuss possible ways teachers could address or overcome any of the problems presented by the differences between SAE and each of the identified dialects or creoles from part B.
D. Describe five different resources that provide information for teachers who want to know more about SAE, the identified dialects or creoles from part B, or both. Include the title of each resource in your description.
E. Identify two resources for speakers of nonstandard English that can be incorporated into the classroom to help students develop competence in SAE.
1. Explain how these resources will help students understand the value of and gain access to using SAE.
F. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.

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