The following essay is an interdisciplinary investigation of pedagogical best practices in classrooms with students who belong to racial minority groups. Through linguistic, sociological and educational research this essay will explore the use of language in teacher-student interactions and the ways in which teachers can optimize this communication. I explore the principles of communicative exchange, patterns in American society as it relates to linguistic practice and social identity, and student empowerment interventions that specifically target the language students and authority figures use when building student identity. This essay culminates with a discussion on ways to modify pedagogical practice in order to best benefit the self-esteem and social orientation of students that are members of racial minority groups.
Files in this item
This item appears in the following collection(s):
The following license files are associated with this item: