Elevating Students' Oral and Written Language: Empowering African American Students Through Language

被引:0
|
作者
Pittman, Ramona T. [1 ]
O'Neal, Lynette [1 ]
Wright, Kimberly [1 ]
White, Brittany R. [1 ]
机构
[1] Texas A&M Univ, Dept Teaching Learning & Culture, 4323 TAMU, College Stn, TX 77843 USA
来源
EDUCATION SCIENCES | 2024年 / 14卷 / 11期
关键词
African American English; African American students; literacy; reading; writing; oral language; spelling; teacher knowledge; Black students; nonmainstream English; ENGLISH-SPEAKING STUDENTS; DIALECT AWARENESS; LITERACY SKILLS; PERFORMANCE; CHILDREN; GRADE; KNOWLEDGE; ATTITUDES; TEACHERS;
D O I
10.3390/educsci14111191
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
A consistent pattern emerges where African American students' scores lag behind their counterparts on both national and state literacy assessments. One possible explanation is rooted in the fact that approximately 80% of African American students speak African American English, which differs from the General American English, the language expected to be used within educational settings. African American English encompasses distinct phonological and grammatical (morphosyntactic) features compared to General American English. This paper aims to delineate the differences between these two languages, review research on African American English, and explore the prevalence of bidialectal or multidialectal abilities among African American students. Additionally, it will address research indicating that many teachers and teacher educators lack awareness of African American English, leading to a deficit-oriented perspective that views African American English as a linguistic deficiency rather than a linguistic difference.
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收藏
页数:13
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