Black Voices Matter

Hankerson, Shenika

doi:10.9707/2168-149x.2160

Cited by 9 publications

(4 citation statements)

References 7 publications

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“…Flores & Rosa 2015) in ways that can perpetuate linguistic hegemony. For Black and African American students, "the message that students glean from the hidden curriculum of codeswitching is that students and educators are best served by leaving African American English at the classroom door-an ideology that can promote internalized racism as well as linguistic insecurity for both Black students and Black educators" (Charity Hudley et al 2020, p. e217; see also Charity Hudley forthcoming; Charity , Flores & Rosa 2015, Hankerson 2017, Smitherman 2017). As Charity Hudley (forthcoming) concludes, "this switching and choice-making is highly racialized and a form of white supremacy even if it is ultimately the most realistic reasonable compromise that we have currently in U.S. schools" (see also Sledd 1969, Smitherman 1995.…”

Section: How Language Variation Affects Student Academic Performancementioning

confidence: 99%

Linguistic Variation and Linguistic Inclusion in the US Educational Context

Mallinson

2024

Annu. Rev. Linguist.

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This article examines linguistic variation in relation to the critical social institution and social domain of education, with an emphasis on linguistic inclusion, focusing on the United States. Education is imbued with power dynamics, and language often serves as a gatekeeping mechanism for students from minoritized backgrounds, which helps create, sustain, and perpetuate educational inequalities. Grounded in this context, the article reviews intersecting factors related to linguistic variation that affect student academic performance. Empirical and applied models of effective partnerships among researchers, educators, and students are presented, which provide road maps to advance linguistic inclusion in schools within the broader social movement for equity in education. Expected final online publication date for the Annual Review of Linguistics, Volume 10 is January 2024. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

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Section: How Language Variation Affects Student Academic Performancementioning

confidence: 99%

Linguistic Variation and Linguistic Inclusion in the US Educational Context

Mallinson

2024

Annu. Rev. Linguist.

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“…F. Green, 2016; Hankerson, 2017; Johnson & VanBrackle, 2012; Kynard, 2008). Hankerson (2017) describes how a college writing instructor used phrases like “slang—avoid this” when responding to AAL grammatical features present in an AAL-speaking student’s essay.…”

Section: Literature Reviewmentioning

confidence: 99%

“…(Smitherman, 2000, p. 131) The instructor provided the student with the following written feedback: "Correct your grammar and resubmit" (Smitherman, 1972, p. 131). Recent scholarship has revealed that college writing instructors (and raters) are still employing traditional correctionist and eradicationist assessment practices that function to eliminate AAL in writing (D. F. Green, 2016;Hankerson, 2017;Johnson & VanBrackle, 2012;Kynard, 2008). Hankerson (2017) describes how a college writing instructor used phrases like "slang-avoid this" when responding to AAL grammatical features present in an AALspeaking student's essay.…”

Section: Race Language and Powermentioning

confidence: 99%

“The World Has to Stop Discriminating Against African American Language” (AAL): Exploring the Language Ideologies of AAL-Speaking Students in College Writing

Hankerson

2023

Written Communication

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Drawing on recent decades literature in college writing that theorizes the importance of Critical Language Awareness (CLA) curricula for African American Language (AAL)-speaking students, this article offers empirical evidence on the design and implementation of a college writing curriculum centered on CLA and its influence on African American Language (AAL)–speaking students’ language ideologies with respect to both speech and writing. Qualitative analyses of students’ pre-and postquestionnaires and the researcher’s field notes demonstrate that the curriculum helped students view AAL as an independent, natural, and legitimate language and view themselves as critically conscious thinkers and writers—more likely and willing to develop their academic writing skills and the strategies that support employing their native language in writing—for example, code-meshing strategies. This study offers important implications for college writing instruction.

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“…At their best, such models enable students to use, value, and build on their knowledge of African-American English while helping them acquire standardized English. Either way, the educational ideology of situational code-switching, while touted as practical and effective in classrooms, is highly racialized (Charity Hudley & Mallinson 2011, Flores & Rosa 2015, Hankerson 2017, Smitherman 2017. The message that students glean from the hidden curriculum of code-switching is that students and educators are best served by leaving African-American English at the classroom door-an ideology that can promote internalized racism as well as linguistic insecurity for both Black students and Black educators.…”

Section: Race In Psychological Analysismentioning

confidence: 99%