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Marcia E. Farr | |
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Marcia Elizabeth Farr (born March 25,1944) is an American sociolinguist and ethnographer;she is an Emerita Professor of English and Linguistics at the University of Illinois at Chicago, [1] as well as an Emerita Professor of Education and English at the Ohio State University. [2]
Farr was born in Berkeley,California on March 25,1944. Relocating to Ohio later that year,she attended Upper Arlington schools,graduating from its high school in 1961,and from Ohio Wesleyan University in 1965 with a BA in English. [3] [4] She then moved to Washington,D.C. and taught high school English in Prince Georges County,Maryland,and subsequently received an MA in Linguistics from American University. Farr continued her education,receiving a PhD in Linguistics from Georgetown University in 1976,partially supported by National Science Foundation fellowships. That year she started working at the U.S. National Institute of Education directing its program on writing research. In 1982 Farr joined the English Department at the University of Illinois at Chicago (UIC),where she remained for twenty years,retiring as an emerita professor. During that period she founded and edited two academic book series:Advances in Writing Research, [5] 1982–92,and Written Language,1992–2000. [2] She then taught at the Ohio State University for another ten years,retiring as an emerita professor from that institution as well,in 2012.
As a sociolinguist and linguistic anthropologist,Farr studies oral and written language use in social and cultural context,as well as how these various local ways of using language and literacy affect the teaching and learning of academic literacy. Her research has been funded by grants from the Spencer Foundation, [6] [7] [8] [9] the US National Science Foundation,and the Fulbright Foundation,as well as by the US Census Bureau. [10] In the early 1990s Farr began a long-term ethnographic study of language and culture among a transnational social network of Mexican families in Chicago and in their village-of-origin in Michoacán,Mexico. [11] A pair of edited books explore language and/or literacy practices in a variety of Chicago communities,including African American,African,Lithuanian,Italian,Greek,Arabic,Chinese,Japanese,"White" working and middle class,Swedish,Mexican,and Puerto Rican. [12] [13] A third edited book (with Lisya Seloni and Juyoung Song),Ethnolinguistic Diversity and Education:Language,Literacy,and Culture,explores the implications of ethnolinguistic diversity for education. [14]
SIL International is an evangelical Christian nonprofit organization whose main purpose is to study,develop and document languages,especially those that are lesser-known,in order to expand linguistic knowledge,promote literacy,translate the Christian Bible into local languages,and aid minority language development.
James Marshall Unger is emeritus professor of Japanese at the Ohio State University. He specializes in historical linguistics and the writing systems of East Asia,but he has also published on Japanese mathematics of the Edo period.
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Tom L. Humphries is an American academic,author,and lecturer on Deaf culture and deaf communication. Humphries is a professor at the University of California,San Diego (UCSD).
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Mary J. Schleppegrell is an applied linguist and Professor of Education at the University of Michigan. Her research and praxis are based on the principles of Systemic Functional Linguistics (SFL),a theory derived from the work of social semiotic linguist Michael Halliday. Schleppegrell is known for the SFL-based literacy practices she has continuously helped to develop for multilingual and English language learners throughout her decades long career,which she began as an educational specialist before transitioning to the field of applied linguistics. As a result,her publications demonstrate a deep understanding of both the theories and practices related to teaching and learning.
Janet Emig was an American composition scholar. She is known for her groundbreaking 1971 study The Composing Process of Twelfth Graders,which contributed to the development of the process theory of composition. Her article,"Writing as a Mode of Learning" (1977) is also frequently cited and anthologized by the Writing Across the Curriculum movement.