Jill Hallett | University of Illinois at Chicago (original) (raw)

Papers by Jill Hallett

Springer texts in education, Dec 31, 2022

Language and Education, Jul 29, 2020

Abstract This study investigates the learning of linguistic structures associated with African Am... more Abstract This study investigates the learning of linguistic structures associated with African American English (AAE) among four non-AAE-speaking teachers of AAE-speaking students. It considers implicit and explicit learning/development of a second dialect in two novel ways. First, it focuses on the understanding of a socially-stigmatized dialect by speakers of a socially-valued dialect, the language of the classroom. Second, it considers the knowledge of individual AAE features by outgroup speakers, about which little, if anything, was previously known. This research highlights the linguistic situation in one urban high school over the course of an academic year, focusing on four teachers’ proficiency in their students’ dialect as demonstrated by teacher performance on a translation task administered four times over the course of an academic year. Results indicate that features cluster into three levels of proficiency, with the highest level attained by the teacher who was most deliberate and explicit in her second dialect (D2) development. This work contributes to the small but growing canon of research on D2 development.

Current Issues in Language Planning, 2013

mentioning of the peculiar ideological stand of that convention’s maverick organiser, Abraham Gol... more mentioning of the peculiar ideological stand of that convention’s maverick organiser, Abraham Golomb, who preached the so-called ‘integrated Jewishness’ and had a small following. Many more relevant (dis)similarities could be found in textbooks published in this century including Hanan Bordin’s Mit vort un maysim (2000), Nikolai Borodulin’s Yidish oyf gants yor (2005) and Miriam Hoffman’s Shlisl tsu yidish (2007). Comparisons here could draw the scholar’s attention to meaningful differences in spelling codes, vocabulary and grammatical rules. All in all, this book suggests a study conducted from a very peculiar vantage point, one that has neglected the most important sources. The already-mentioned Forverts provides sociolinguists and cultural historians with valuable information on the field, for example. Twenty-First Century Yiddishism, however, remains almost entirely detached from both relevant contemporary scholarship and Yiddishist environment.

Language and Education, 2020

Abstract This study investigates the learning of linguistic structures associated with African Am... more Abstract This study investigates the learning of linguistic structures associated with African American English (AAE) among four non-AAE-speaking teachers of AAE-speaking students. It considers implicit and explicit learning/development of a second dialect in two novel ways. First, it focuses on the understanding of a socially-stigmatized dialect by speakers of a socially-valued dialect, the language of the classroom. Second, it considers the knowledge of individual AAE features by outgroup speakers, about which little, if anything, was previously known. This research highlights the linguistic situation in one urban high school over the course of an academic year, focusing on four teachers’ proficiency in their students’ dialect as demonstrated by teacher performance on a translation task administered four times over the course of an academic year. Results indicate that features cluster into three levels of proficiency, with the highest level attained by the teacher who was most deliberate and explicit in her second dialect (D2) development. This work contributes to the small but growing canon of research on D2 development.

Linguistics and the Study of Comics

Critical Inquiry in Language Studies, 2015

This research examines students' use of African American English (AAE) in classrooms with var... more This research examines students' use of African American English (AAE) in classrooms with varying levels of procedural and substantive engagement. In this study, classroom context is examined for type of engagement, turn length, and teacher response to student AAE use. Student AAE use is analyzed by ethnicity, gender, and teacher, and by features used. The data show a predominant use of AAE by African American and female students, and its prevalence in contexts of substantive engagement. Analysis of type of engagement in studies such as this serves to further understand students' linguistic choices in the classroom and calls for additional research with respect to subsequent discussion and student achievement.

Linguistics at School is an edited collection of chapters presented in three parts. The first two... more Linguistics at School is an edited collection of chapters presented in three parts. The first two parts examine linguistics at school from an institutional, or top-down, perspective; and a classroom-based, or bottomup, perspective, respectively. The third part features vignettes from classroom teachers, providing a view from non-linguists grappling with the use of linguistics in the classroom. References are provided at the end of the book (282-302), along with an index (303-311). In his foreword (xiii-xv), Ray Jackendoff stresses that classroom teachers have little to no training in linguistics, and calls for a change, a call we see echoed in many of the chapters in this volume. Kristin Denham and Anne Lobeck address this and other roadblocks between linguistic research and teaching practice, namely linguistics’ relegation to the academy in their

This paper details the collaborative efforts between linguists and members of a diasporic Mayan c... more This paper details the collaborative efforts between linguists and members of a diasporic Mayan community to create and develop mother-tongue materials for the community’s children. Cognizant of the effect outsiders have on the community under study (cf. Hofling 1996), we worked very closely with members of the community to address their specific concerns. Much of our approach was guided by England (2003) and Hinton and Hale’s (2001) The Green Book, focusing on the chapters on writing systems and strategies for revitalizing languages. We noted the absence of research on diasporic language preservation in the Americas; as Ladefoged (1992: 809) explains, the principles that guide language preservation initiatives do not and should not apply universally. Through constant contact with many Q’anjob’al over the course of a year, we tailored our work to their needs. Although other Q’anjob’al diasporic populations have developed in Spanish-speaking areas, the major language in this area is ...

Discrepancies between "home English" and "school English" for urban students have been addressed ... more Discrepancies between "home English" and "school English" for urban students have been addressed for decades by a number of scholars in the fields of linguistics, education, and

... Comparing a sociolinguistically-informed K-12 curriculum with adoption of a heliocentric mode... more ... Comparing a sociolinguistically-informed K-12 curriculum with adoption of a heliocentric model, Reaser refers to Sweetland's (2006) study on ... in Part I, Chapter 8, “Linguistic development in children's writing: changing classroom pedagogies” (106-121), Debra Myhill provides a ...

This IPA illustration was written jointly by the seven members of the Fall 2008 Field Methods cla... more This IPA illustration was written jointly by the seven members of the Fall 2008 Field Methods class at the University of Illinois and revised by the first author. It presents the consonants and vowels of Q’anjob’al, borrowed sounds, syllable structure, suprasegmentals, allophonic variation, and phonemic and phonetic transcriptions of the North Wind and the Sun story. All data is drawn from work sessions with a single Q’anjob’al speaker from Santa Eulalia, Guatemala. 1 Santa Eulalia is considered one of the more conservative areas linguistically (Raymundo et al., 2005); however, we found some phonetic changes associated with the more novel areas.

... The segment under investigation involves interviews with the following people, in temporal or... more ... The segment under investigation involves interviews with the following people, in temporal order: Vince Lane, Chairman of the Chicago Housing Authority; a number of CHA tenants, includingSedrick, a 12 ... Lippi-Green (1997), Rickford (1999), Bailey (2001), and Brasch (2001). ...

Beginning with the notion that the discourse of political cartoons reflects and reinforces public... more Beginning with the notion that the discourse of political cartoons reflects and reinforces public opinion (Edwards and Winkler 1997; Michelmore 2000; Greenberg 2008; and Dwivedi 2009), this chapter takes a multidisciplinary approach to political cartoons about the H1N1 virus (swine flu) to elucidate how fears are addressed through language and media cross culturally. Seventy three cartoons were culled from India (n� 31), the United States (n� 24), and other countries (n� 18). The analysis, focusing on the metaphors (Lakoff and Johnson 1980) and topoi (Medhurst and DeSousa 1981: 200) found in these cartoons, shows how a nation’s swine flu cartoons play on associations and fears relevant to that particular nation’s culture(s). 3.1 Political cartoons Cartoons do more than entertain. Hull (2000) examines the cartoons of Matt Groening for evidence of Foucaultian philosophy, Han (2006) examines Japanese cartoons and their reflection of Japanese- Korean relations, and O’Brien (2008) discus...

Literature in non-canonical Englishes is infused with distinct culture, history, and politics. Sh... more Literature in non-canonical Englishes is infused with distinct culture, history, and politics. Should the creative writer adhere strictly to traditional English literary norms, language use would seem artificial and unconvincing, and social nuances would be lost. This paper tests this hypothesis with African-American English (AAE) literature. One passage was scanned for AAE features, and examined for social nuances these features convey. European-American and African-American respondents received passages as written and with AAE features deleted, with follow-up questionnaires. Results indicate connections made between language used in the text and identification of character background and desire to read more by this author. The function of non-traditional linguistic elements is demonstrated, supporting their inclusion in pedagogical texts.

Text & Talk

This paper provides an analysis of heteroglossic mass-mediated discourse for a National Public Ra... more This paper provides an analysis of heteroglossic mass-mediated discourse for a National Public Radio (NPR) segment. Two Chicago teenagers covered the story of five-year-old Eric Morse, who was pushed to his death from a fourteenth-story housing project window. On a micro-discursive level, each voice represented in this segment is an amalgamated blend of lived experiences with respect to this tragedy and the events surrounding it, as well as participation in speech chains of mass-communicative, historical, and segmental natures. While presented as a documentary examining a major news event in depth through “authentic” correspondents, this segment is edited and packaged to appeal to a certain demographic makeup. Macrosociological constructs of race, class, and social position are reflected in these highly localized discourses as these experiences are edited and “packaged” for a specific listening audience.

Colloquium: New Philologies

Springer texts in education, Dec 31, 2022

Language and Education, Jul 29, 2020

Abstract This study investigates the learning of linguistic structures associated with African Am... more Abstract This study investigates the learning of linguistic structures associated with African American English (AAE) among four non-AAE-speaking teachers of AAE-speaking students. It considers implicit and explicit learning/development of a second dialect in two novel ways. First, it focuses on the understanding of a socially-stigmatized dialect by speakers of a socially-valued dialect, the language of the classroom. Second, it considers the knowledge of individual AAE features by outgroup speakers, about which little, if anything, was previously known. This research highlights the linguistic situation in one urban high school over the course of an academic year, focusing on four teachers’ proficiency in their students’ dialect as demonstrated by teacher performance on a translation task administered four times over the course of an academic year. Results indicate that features cluster into three levels of proficiency, with the highest level attained by the teacher who was most deliberate and explicit in her second dialect (D2) development. This work contributes to the small but growing canon of research on D2 development.

Current Issues in Language Planning, 2013

mentioning of the peculiar ideological stand of that convention’s maverick organiser, Abraham Gol... more mentioning of the peculiar ideological stand of that convention’s maverick organiser, Abraham Golomb, who preached the so-called ‘integrated Jewishness’ and had a small following. Many more relevant (dis)similarities could be found in textbooks published in this century including Hanan Bordin’s Mit vort un maysim (2000), Nikolai Borodulin’s Yidish oyf gants yor (2005) and Miriam Hoffman’s Shlisl tsu yidish (2007). Comparisons here could draw the scholar’s attention to meaningful differences in spelling codes, vocabulary and grammatical rules. All in all, this book suggests a study conducted from a very peculiar vantage point, one that has neglected the most important sources. The already-mentioned Forverts provides sociolinguists and cultural historians with valuable information on the field, for example. Twenty-First Century Yiddishism, however, remains almost entirely detached from both relevant contemporary scholarship and Yiddishist environment.

Language and Education, 2020

Abstract This study investigates the learning of linguistic structures associated with African Am... more Abstract This study investigates the learning of linguistic structures associated with African American English (AAE) among four non-AAE-speaking teachers of AAE-speaking students. It considers implicit and explicit learning/development of a second dialect in two novel ways. First, it focuses on the understanding of a socially-stigmatized dialect by speakers of a socially-valued dialect, the language of the classroom. Second, it considers the knowledge of individual AAE features by outgroup speakers, about which little, if anything, was previously known. This research highlights the linguistic situation in one urban high school over the course of an academic year, focusing on four teachers’ proficiency in their students’ dialect as demonstrated by teacher performance on a translation task administered four times over the course of an academic year. Results indicate that features cluster into three levels of proficiency, with the highest level attained by the teacher who was most deliberate and explicit in her second dialect (D2) development. This work contributes to the small but growing canon of research on D2 development.

Linguistics and the Study of Comics

Critical Inquiry in Language Studies, 2015

This research examines students' use of African American English (AAE) in classrooms with var... more This research examines students' use of African American English (AAE) in classrooms with varying levels of procedural and substantive engagement. In this study, classroom context is examined for type of engagement, turn length, and teacher response to student AAE use. Student AAE use is analyzed by ethnicity, gender, and teacher, and by features used. The data show a predominant use of AAE by African American and female students, and its prevalence in contexts of substantive engagement. Analysis of type of engagement in studies such as this serves to further understand students' linguistic choices in the classroom and calls for additional research with respect to subsequent discussion and student achievement.

Linguistics at School is an edited collection of chapters presented in three parts. The first two... more Linguistics at School is an edited collection of chapters presented in three parts. The first two parts examine linguistics at school from an institutional, or top-down, perspective; and a classroom-based, or bottomup, perspective, respectively. The third part features vignettes from classroom teachers, providing a view from non-linguists grappling with the use of linguistics in the classroom. References are provided at the end of the book (282-302), along with an index (303-311). In his foreword (xiii-xv), Ray Jackendoff stresses that classroom teachers have little to no training in linguistics, and calls for a change, a call we see echoed in many of the chapters in this volume. Kristin Denham and Anne Lobeck address this and other roadblocks between linguistic research and teaching practice, namely linguistics’ relegation to the academy in their

This paper details the collaborative efforts between linguists and members of a diasporic Mayan c... more This paper details the collaborative efforts between linguists and members of a diasporic Mayan community to create and develop mother-tongue materials for the community’s children. Cognizant of the effect outsiders have on the community under study (cf. Hofling 1996), we worked very closely with members of the community to address their specific concerns. Much of our approach was guided by England (2003) and Hinton and Hale’s (2001) The Green Book, focusing on the chapters on writing systems and strategies for revitalizing languages. We noted the absence of research on diasporic language preservation in the Americas; as Ladefoged (1992: 809) explains, the principles that guide language preservation initiatives do not and should not apply universally. Through constant contact with many Q’anjob’al over the course of a year, we tailored our work to their needs. Although other Q’anjob’al diasporic populations have developed in Spanish-speaking areas, the major language in this area is ...

Discrepancies between "home English" and "school English" for urban students have been addressed ... more Discrepancies between "home English" and "school English" for urban students have been addressed for decades by a number of scholars in the fields of linguistics, education, and

... Comparing a sociolinguistically-informed K-12 curriculum with adoption of a heliocentric mode... more ... Comparing a sociolinguistically-informed K-12 curriculum with adoption of a heliocentric model, Reaser refers to Sweetland's (2006) study on ... in Part I, Chapter 8, “Linguistic development in children's writing: changing classroom pedagogies” (106-121), Debra Myhill provides a ...

This IPA illustration was written jointly by the seven members of the Fall 2008 Field Methods cla... more This IPA illustration was written jointly by the seven members of the Fall 2008 Field Methods class at the University of Illinois and revised by the first author. It presents the consonants and vowels of Q’anjob’al, borrowed sounds, syllable structure, suprasegmentals, allophonic variation, and phonemic and phonetic transcriptions of the North Wind and the Sun story. All data is drawn from work sessions with a single Q’anjob’al speaker from Santa Eulalia, Guatemala. 1 Santa Eulalia is considered one of the more conservative areas linguistically (Raymundo et al., 2005); however, we found some phonetic changes associated with the more novel areas.

... The segment under investigation involves interviews with the following people, in temporal or... more ... The segment under investigation involves interviews with the following people, in temporal order: Vince Lane, Chairman of the Chicago Housing Authority; a number of CHA tenants, includingSedrick, a 12 ... Lippi-Green (1997), Rickford (1999), Bailey (2001), and Brasch (2001). ...

Beginning with the notion that the discourse of political cartoons reflects and reinforces public... more Beginning with the notion that the discourse of political cartoons reflects and reinforces public opinion (Edwards and Winkler 1997; Michelmore 2000; Greenberg 2008; and Dwivedi 2009), this chapter takes a multidisciplinary approach to political cartoons about the H1N1 virus (swine flu) to elucidate how fears are addressed through language and media cross culturally. Seventy three cartoons were culled from India (n� 31), the United States (n� 24), and other countries (n� 18). The analysis, focusing on the metaphors (Lakoff and Johnson 1980) and topoi (Medhurst and DeSousa 1981: 200) found in these cartoons, shows how a nation’s swine flu cartoons play on associations and fears relevant to that particular nation’s culture(s). 3.1 Political cartoons Cartoons do more than entertain. Hull (2000) examines the cartoons of Matt Groening for evidence of Foucaultian philosophy, Han (2006) examines Japanese cartoons and their reflection of Japanese- Korean relations, and O’Brien (2008) discus...

Literature in non-canonical Englishes is infused with distinct culture, history, and politics. Sh... more Literature in non-canonical Englishes is infused with distinct culture, history, and politics. Should the creative writer adhere strictly to traditional English literary norms, language use would seem artificial and unconvincing, and social nuances would be lost. This paper tests this hypothesis with African-American English (AAE) literature. One passage was scanned for AAE features, and examined for social nuances these features convey. European-American and African-American respondents received passages as written and with AAE features deleted, with follow-up questionnaires. Results indicate connections made between language used in the text and identification of character background and desire to read more by this author. The function of non-traditional linguistic elements is demonstrated, supporting their inclusion in pedagogical texts.

Text & Talk

This paper provides an analysis of heteroglossic mass-mediated discourse for a National Public Ra... more This paper provides an analysis of heteroglossic mass-mediated discourse for a National Public Radio (NPR) segment. Two Chicago teenagers covered the story of five-year-old Eric Morse, who was pushed to his death from a fourteenth-story housing project window. On a micro-discursive level, each voice represented in this segment is an amalgamated blend of lived experiences with respect to this tragedy and the events surrounding it, as well as participation in speech chains of mass-communicative, historical, and segmental natures. While presented as a documentary examining a major news event in depth through “authentic” correspondents, this segment is edited and packaged to appeal to a certain demographic makeup. Macrosociological constructs of race, class, and social position are reflected in these highly localized discourses as these experiences are edited and “packaged” for a specific listening audience.

Colloquium: New Philologies

Office Hours: Wednesdays 4:30-5:30 PM, and by appointment (schedule by email)

of Qualifications  Standard Type 09 certificate in secondary teaching (grades 6-12)  Endorsemen... more of Qualifications  Standard Type 09 certificate in secondary teaching (grades 6-12)  Endorsements in senior high school English, English as a second language, and journalism; middle school English as a second language and language arts  Illinois State Board of Education core areas in which I am highly qualified: English (grades 9-12), English as a Second Language, Journalism (grades 9-12), Language Arts (grades 1-8), Reading, Speech