Removing obstacles for African American English-speaking children through greater understanding of language difference.

Abstract

Language difference among speakers of African American English (AAE) has often been considered language deficit, based on a lack of understanding about the AAE variety. Following Labov (1972), Wolfram (1969), Green (2002, 2011), and others, we define AAE as a complex rule-governed linguistic system and briefly discuss language structures that it shares with general American English (GAE) and others that are unique to AAE. We suggest ways in which mistaken ideas about the language variety add to children's difficulties in learning the mainstream dialect and, in effect, deny them the benefits of their educational programs. We propose that a linguistically informed approach that highlights correspondences between AAE and the mainstream dialect and trains students and teachers to understand language varieties at a metalinguistic level creates environments that support the academic achievement of AAE-speaking students. Finally, we present 3 program types that are recommended for helping students achieve the skills they need to be successful in multiple linguistic environments.

The Development of Sociolinguistic Diglossic Knowledge in Oral-Literacy Mismatch Situations: Preliminary Findings from Palestinian Arabs

“…Recent studies stress the importance of integrating explicit teaching of diglossia and the interrelationship between the two language varieties (For a review see Pearson, Conner, & Jackson, 2013). This pilot data should be taken into account in assessing language and literacy skills in Arabic diglossia at the elementary school level.…”

“…Perception of MSA as more sacred and beautiful than the (L) variety has been extensively documented in Arabic (see Haeri, 2003). In the case of AAE, this relationship of unequal and stigmatized status has been similarly documented, in spite of the current recognition of AAE by various legal and professional societies (e.g., see Pearson et al, 2013). "In the case of a minority speech community in the U.S., White-American proper English (i.e., the standard English) is the high dialect which is approved for education, jobs, and communication with 'outsiders'.…”

“…For example, in Arabic, the High variety is used in formal speech in a church, mosque, parliament or formal conversations; while the Low variety is used for folkloric songs and daily conversations (Holes, 2004). Similarly, in the United States, for speakers of African American English, Standard American English, or SAE is considered as a dominant dialect used in governmental communications, national television broadcasts, and many businesses; however, the spoken African American English( AAE) is used for popular culture and daily communications at home for those raised in AAE speaking families (Pearson et al, 2013).…”

“…Similarly, AAE is a systematic and rule governed system that outgrew from many languages of West Africa (see Pearson et al, 2013) and has coexisted with various regional dialects of English in America, over at least the past hundred years.…”

“…Consequently, it has been found that the most effective approaches toward academic success of AAE speaking children are not only those that cherish diversity and hold a high level of expectation from all students, but that first and foremost are linguistically informed in their design. Linguistically informed approaches in this context refers to any educational approach in which correspondence between the two language varieties is highlighted, along with teachers' training to develop their awareness of the effects of diglossia on learning, in conjunction with explicit facilitation towards students' understanding of the two varieties and the interrelationship between them (for a review see Pearson et al, 2013).…”