LAUSR

In recent years, there has been a growing debate among literacy and language teachers regarding whether English Language Arts (ELA) teachers need to embed different English varieties and dialects into their curricula. The research conducted by Amanda Godley and Jeffrey Reaser is a valuable contribution to the expanding critical language pedagogy that seeks not only to challenge the power dynamics of Standardised English and other varieties of English language but also to re-examine critical assumptions/ideologies about language variations, dialects, and their power relations. The authors designed a course titled Language Variation in ELA Classrooms, drawing on critical literacy and critical language awareness theories for preservice ELA teachers, to introduce language use across communities and to teach English language variation, ideologies and linguistic discrimination in ELA classrooms. The book describes a study which lasted for two years involving over 300 preservice and in-service teacher-participants representing 11 universities/colleges from the US and analysed to what extent the course was successful to change the participants’ linguistic ideologies. As an ESL (English as a Second Language) teacher and applied linguist, it is fundamental for me to have a socially just approach to teaching. As a teacher and researcher, the book made me reflect on the possible ways to challenge the systems of linguistic discrimination and privileging of standardised English education and literacy in language classrooms. It inspired me to add a critical aspect to my doctoral research on the integration of English varieties in composition courses in an academic context by applying the Critical Language Pedagogy theory described in the book. It also serves as an impetus for reflective practice for future language teachers to consider how linguistic/dialectal diversity contributes to social justice in society. This book will be useful for linguists, teacher educators, pre-service and in-service teachers working on language policy and ideology, language attitudes, social justice, and language equity.