Delpit, L. D., & Dowdy, J. K. (2008). The skin that we speak: thoughts on language and culture in the classroom. New York: New Press.
Godley, A. J., & Reaser, J. (2018). Critical Language Pedagogy: Interrogating Language, Dialects, and Power in Teacher Education. New York: Peter Lang Inc., International Academic Publishers.
McWhorter, J. (2017). Talking Back, Talking Black: Truths About America’s Lingua Franca. New York: Bellevue Literary Press.
Perryman-Clark, S., Kirkland, D. E., & Jackson, A. (2014). Students’ Right to Their Own Language: A Critical Sourcebook. Bedford/St. Martin’s.
Rickford, J. R., & Rickford, R. J. (2000). Spoken soul: the story of Black English. New York: Wiley.
Smitherman, G. (1977). Talkin’ and Testifyin’: The Language of Black America. Detroit, MI: Wayne State University Press.
Dialects at School: Educating Linguistically Diverse Students by Jeff Reaser, Carolyn Adger, Walt Wolfram, & Donna Christian. New York: Routledge, 2017
In Other Words: Lessons on Grammar, Code-Switching, and Academic Writing, by David West Brown. Heinemann, 2009.
Grammar Rants: How a Backstage Tour of Writing Complaints Can Help Students Make Informed, Savvy Choices About Their Writing, by Patricia Dunn and Kenneth Lindblom. Heinemann, 2011.
Other People’s English: Code-Meshing, Code-Switching, and African American Literacy, edited by Versahwn Ashanti Young. Teachers College Press, 2014.
We Do Language: English Language Variation in the Secondary English Classroom, by Anne Charity Hudley and Christine Mallinson. Teachers College Press, 2014.
Vernacular Eloquence: What Speech Can Bring to Writing, by Peter Elbow. Oxford University Press, 2012.
Teaching about Dialect Variations and Language in Secondary English Classrooms : Power, Prestige, and Prejudice. by Michelle D. Devereaux. New York : Routledge, 2015.
Grammar to Get Things Done: A Practical Guide for Teachers Anchored in Real-World Usage. By Darren Crovitz and Michelle D. Devereaux. New York: Routledge, 2016.
Word on the Street: Debunking the Myth of “Pure” Standard English by John McWhorter. Cambridge, Mass: Basic Books, 2001.
What Teachers Need to Know About Language. Edited by Carolyn Adger, Catherine Snow, & Donna Christian. McHenry, IL : Washington, DC: Delta Systems Co., 2002.
Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success. by Sharroky Hollie. Shell Education, 2011.
Code-Switching: Teaching Standard English in Urban Classrooms, by Rebecca Wheeler and Rachel Swords. National Council of Teachers of English, 2006.
The position statements linked below, from the Conference on College Composition and Communication and National Council of Teachers of English, provide a wealth of information and additional references and resources.
CCCC Students Right to Their Own Language
CCCC Statement on Ebonics
CCCC National Language Policy
CCCC Statement of Second Language Writing and Writers
NCTE Supporting Linguistically and Culturally Diverse Learners in English Education
Christensen, L. (2011). Finding Voice: Learning about Language and Power. Voices From the Middle, 18(3), 9–17.
Devereaux, M. D., & Wheeler, R. (2012). Code-Switching and Language Ideologies: Exploring Identity, Power, and Society in Dialectally Diverse Literature. The English Journal, 102(2), 93–100.
Grill, J. (2010). Whose English counts? Native speakers as English language learners. TESOL Journal, 1(3), 358–367.
Kinloch, V. F. (2005). Revisiting the Promise of “Students’’ Right to Their Own Language": Pedagogical Strategies.” College Composition and Communication, 57(1), 83–113. https://doi.org/10.2307/30037899
Kirkland, D. E. (2010). English(es) in urban contexts: Politics, pluralism, and possibilities. English Education, 42(3), 293–306.
Lindblom, K., & Dunn, P. A. (2006). Analyzing Grammar Rants: An Alternative to Traditional Grammar Instruction. English Journal, 71–77.
Marshall, T. R. (2018). To Correct or Not Correct: Confronting Decisions about African American Students’ Use of Language Varieties in the English Classroom. English Journal, 107(5), 51–56.
Metz, M (2017) "Addressing English teachers’ concerns about decentering Standard English", English Teaching: Practice & Critique, Vol. 16 Issue: 3, pp.363-374, https://doi.org/10.1108/ETPC-05-2017-0062