The quest to educate non-Standardized English-speaking students from marginalized backgrounds has been a primary driving force behind both the multicultural education movement and the development of the discipline of sociolinguistics.
Professor Charity Hudley presents a multicultural, multidisciplinary approach to linguistic and racial justice designed to join both approaches to address our most pressing educational challenges related to language variation and culture in the United States, particularly in the US South.
The model has four main goals: to teach all students how to communicate effectively in various social and academic situations; to distinguish language variations from errors when assessing students’ listening, speaking, reading, and writing; to help students address common language-related challenges on standardized tests; and to appreciate the rich variety in students’ cultural backgrounds, linguistic heritages, and personal identities.
Through her work with the American Federation of Teachers that was designed to improve reading instruction and achievement, Charity Hudley demonstrates how ecological attention to the structural realities of institutional racism requires the model to have an empirical focus on the linguistic implications that racism has during the learning process. Through her work with the Virginia Department of Education Capstone English project, Charity Hudley shows that the work must also have a praxis to policy centered focus to directly address how racism linguistically manifests in schools.
Bio: Anne Harper Charity Hudley is the North Hall Endowed Chair in the Linguistics of African America and Director of Undergraduate Research for Office of Undergraduate Education at the University of California, Santa Barbara. She is also Faculty in Residence for the Santa Catalina Residences and San Joaquín Villages and the Faculty Fellow for the Center for Innovative Teaching, Research, and Learning (CITRAL) at UC Santa Barbara. She is the incoming vice chair and then presumptive chair of the UCSB Council of Planning and Budget.
Her research and publications address the relationship between language variation and Pre-K-16 educational practices and policies and high impact practices for underrepresented students in higher education.
Her third book, The Indispensable Guide to Undergraduate Research, is co-authored with Cheryl Dicker and Hannah Franz and published by Teachers College Press. Her second book, We Do Language: English Language Variation in the Secondary English Classroom, is co-authored with Christine Mallinson of the University of Maryland Baltimore County, is also published by Teachers College Press in the Language and Literacy Series. Her first book Understanding English Language Variation in U.S. Schools, also co-authored with Christine Mallinson of the University of Maryland Baltimore County, is also published by Teachers College Press in the Multicultural Studies Series.
Her other publications appear in journals including: Language, The Journal of English Linguistics, Child Development, Language Variation and Change, American Speech, Language and Linguistics Compass, Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, and in many book collections including the Handbook of African-American Psychology, Ethnolinguistic Diversity and Literacy Education, Oxford Handbook of Sociolinguistics, and the Oxford Handbook of Language in Society
Charity Hudley serves on the Executive Committee of the Linguistic Society of America. She has served on the Standing Committee on Research of the National Council of Teachers of English and as a consultant to the National Research Council Committee on Language and Education and to the National Science Foundation’s Committee on Broadening Participation in the Science, Technology, Engineering, and Mathematics (STEM) Sciences. She has served as an associate editor of Language and co-founded the Teaching Linguistics section of Language. She serves on editorial board of the Sociolinguistics division of Language and Linguistics Compass and on the Linguistic Society of America Committee on Linguistics in Higher Education as an undergraduate program representative and the chair of the subcommittee on diversity. She works with K-12 teachers through lectures and workshops sponsored by public, and independent schools throughout the country as well as by the American Federation of Teachers.
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