Abstract
Contents: P. Elbow, Foreword. Preface. S.J. Nero, Introduction. Part I: World Englishes, Creoles, and Education. Y. Kachru, World Englishes and Language Education. J. Siegel, Keeping Creoles and Dialects Out of the Classroom: Is It Justified? Part II: African American Vernacular English (AAVE)/Ebonics. J.R. Rickford, Linguistics, Education, and the Ebonics Firestorm. L. Delpit, What Should Teachers Do? Ebonics and Culturally Responsive Instruction. Part III: Caribbean Creole English. L. Winer, Teaching English to Caribbean English Creole-Speaking Students in the Caribbean and North America. Y. Pratt-Johnson, Teaching Jamaican Creole-Speaking Students. Part IV: Hawai'i Creole English (HCE)/Pidgin. D. Eades, S. Jacobs, E. Hargrove, T. Menacker, Pidgin, Local Identity, and Schooling in Hawai'i. Part V: Hispanized English. O. Garc!a, K. Menken, The English of Latinos From a Plurilingual Transcultural Angle: Implications for Assessment and Schools. M.H. Kells, Tex Mex, Metalingual Discourse, and Teaching College Writing. Part VI: West African Pidgin English. C. de Kleine, West African World English Speakers in U.S. Classrooms: The Role of West African Pidgin English. Part VII: Asian Englishes. A. Govardhan, Indian Versus American Students' Writing in English. M.L.G. Tayao, A Transplant Takes Root: Philippine English and Education. S.J. Nero, Conclusion.
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