Tell it right: bidialectal practices in the secondary English classroom

Due to the limits of Arizona's secondary education system, English teachers often have to teach Standard English without regard for students' dialects and home languages. This can contribute to a lack of academic success for students who speak nonstandard and stigmatized language varieties. During the discussions that appear in this thesis, I examine pedagogical practices, particularly bidialectalism, that can be used to better teach these students. While these practices can apply to students of all languages and dialects, I focus on their effects on speakers of African American Vernacular English (AAVE). I also present some ways that educators can be better prepared to teach such students. I conclude with some practical applications, lessons, and activities that teachers in similar contexts can use and modify.