Education, for her helpful discussion on these policies and for the
materials she provided.
13 Quotes in this section originate from a series of telephone interviews
conducted with school administrators in four states: two in the
Northeast, one in the Midwest, one in the Southwest. I also interviewed
a key employee in a large company which develops and administers
the testing and evaluation procedure for an entire state. Most parties
agreed to be interviewed and quoted only if they remained anonymous.
Notes from these interviews as well as partial transcripts are on file
with the author. Questions were posed about the way teachers were
evaluated in matters of language, and the hiring process more
generally.
14 The sources and citations in this recounting of the Westfield school
case are taken from a discussion on the LINGUIST list, an on-line
forum for linguists at linguist@ tamsun.tamu.edu. The discussion is
summarized under 3.563: Accents in Classroom, dated July 14, 1992.
Contributors to the discussion included Victor Raskin (who provided
the summary), Barbara Partee, Michael Covington, Catherine Doughty,
and Susan Ervin-Tripp.
15 Beyond issues of accent and intelligibility, faculty from other countries
have the additional but necessary burden of adjusting to a new culture,
both in education and teaching methods, and off.
Suggested further reading
On language issues in the classroom
Curkovic, K.D. (2000) Accent and the University: Accent as Pretext for National Origin
Discrimination in Tenure Decisions. Journal of College and University Law, 26(4): 727–754.
Gee, J.P. (2007) The Literacy Myth and the History of Literacy. In Social Linguistics and
Literacies. New York: Routledge.
Kinloch, V. (2005) Revisiting the Promise of Students’ Right to Their Own Language:
Pedagogical Strategies. College Composition and Communication, 57(1): 83–113.
Santa Ana, O. (2004) Tongue-Tied: The Lives of Multilingual Children in Public Education.
Lanham, MD: Rowman & Littlefield Publishers.
Siegel, J. (2006) Language Ideologies and the Education of Speakers of Marginalized Language
Varieties: Adopting a Critical Awareness Approach. Linguistics and Education, 17(2): 157–
174.
Smitherman, G. (2003) Talkin That Talk: Language, Culture, and Education in African America.
New York: Routledge.