Surveying the landscape of college teaching about African American Language

Sedlacek, Quentin; Hudley, Anne H. Charity; Mallinson, Christine

doi:10.1016/j.linged.2023.101189

Linguistics and Education

2023

DOI: 10.1016/j.linged.2023.101189

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Surveying the landscape of college teaching about African American Language

Quentin Sedlacek

Anne H. Charity Hudley

Christine Mallinson

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2024

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Cited by 3 publications

References 67 publications

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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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Linguistic Variation and Linguistic Inclusion in the US Educational Context

Mallinson

2024

Annu. Rev. Linguist.

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Developing Pedagogical Content Knowledge for Teaching About African American Language in College Classrooms

Sedlacek,

León,

Grey

et al. 2024

Teachers College Record: The Voice of Scholarship in Education

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Background: African American Language (AAL) refers to a rich, widely used, and extensively researched language variety. Despite its importance, AAL remains widely stigmatized in the United States due to anti-Black linguistic racism. Many colleges offer courses with AAL content, and these courses have the potential to help disrupt anti-Black linguistic racism by promoting understanding and respect for this language. Purpose: Simply increasing students’ knowledge about AAL is unlikely to disrupt anti-Black linguistic racism. College instructors must also attend to a wide range of challenges involved in teaching this content. Instructors’ knowledge of such challenges, as well as strategies for addressing them, constitutes a form of pedagogical content knowledge (PCK). This study contributes to the emerging scholarship on PCK for teaching and learning about AAL. Research Design: In this qualitative study, we analyze open-ended survey data from college instructors to identify challenges faced when teaching AAL content. We also add depth and nuance to discussion of these challenges by analyzing qualitative interview data and qualitative survey responses from college students enrolled in courses with AAL content. Finally, we outline pedagogical recommendations that could potentially address these challenges. Conclusions: We identify three major categories of pedagogical challenges that commonly arise when teaching AAL content: protecting Black or AAL-using students from harm; managing other students’ knowledge, ideologies, and/or resistance; and addressing instructor positionality. We present six research-based recommendations to help instructors address these challenges, and identify key directions for future research on the teaching and learning of AAL.

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Black Linguistic Justice from Theory to Practice

Franz,

Grue,

Rowell

et al. 2024

College Composition &Amp; Communication

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While writing studies and linguistic scholarship has interrogated race and college writing instruction over the last fifty years, we contend that explicit, actionable, and supportive guidance on giving feedback to Black students’ writing is still needed. Building on the legacy of work visible in the Students’ Right to Their Own Language original (Conference on College Composition and Communication, 1974) and updated (2006) annotated bibliography, as well as the crucial work done since then, our interdisciplinary team of linguists and writing studies scholars and students constructed the Students’ Right to Their Own Writing website. We describe the research-based design of the website and share evaluations of the website from focus group sessions. Acknowledging the contingent and overburdened nature of the labor force in most writing programs, the focus group participants particularly appreciated the infographics, how-tos and how-not-tos, and samples of feedback. The result is a demonstration of how to actually take up the call to enact Black Linguistic Justice (Baker-Bell et al., “This Ain’t Another Statement”).

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Surveying the landscape of college teaching about African American Language

Cited by 3 publications

References 67 publications

Linguistic Variation and Linguistic Inclusion in the US Educational Context

Linguistic Variation and Linguistic Inclusion in the US Educational Context

Developing Pedagogical Content Knowledge for Teaching About African American Language in College Classrooms

Black Linguistic Justice from Theory to Practice

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