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Embracing Language Diversity: An Exp...

Hart, Manijeh,

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Embracing Language Diversity: An Exploration of Elementary Teachers' Perception of African American English /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Embracing Language Diversity: An Exploration of Elementary Teachers' Perception of African American English // Manijeh Hart.
Author:	Hart, Manijeh,
Description:	1 electronic resource (104 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-07, Section: A.
Contained By:	Dissertations Abstracts International86-07A.
Subject:	Linguistics. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31768136
ISBN:	9798302159861

Embracing Language Diversity: An Exploration of Elementary Teachers' Perception of African American English /
Hart, Manijeh,

Embracing Language Diversity: An Exploration of Elementary Teachers' Perception of African American English /Manijeh Hart. - 1 electronic resource (104 pages)

Source: Dissertations Abstracts International, Volume: 86-07, Section: A.

Students of African descent often speak in a dialect that differs from the Dominant American English (DAE) dialect, known as African American English (AAE). Since this dialect is not considered mainstream, students who speak and write in this dialect may be at a disadvantage when being assessed on literacy skills and responding to literacy instruction. However, it is possible to address this issue by preparing and supporting teachers in recognizing AAE use in literacy activities and providing them with instructional strategies to support students who use AAE. The goal of this research was to investigate the perceptions that elementary school teachers have about the use of African American English (AAE) in the literacy classroom and to determine their level of preparedness to encounter AAE as a result of their teacher education programs and current professional trainings. Elementary school teachers who teach in NYC schools completed writing sample analyses and an attitudinal survey to gauge their preparedness and ability to instruct students who use AAE in literacy activities. Each teacher assessed three counterbalanced versions of writing samples: (1) one that included AAE features only; (2) one that included DAE writing errors that are not AAE features; (3) includes spelling errors only. The researcher hypothesized that teachers would assign a lower grade to the writing sample that contained AAE-features as compared to the other two versions of writing samples. Additionally, teachers would provide feedback and make instructional recommendations based on their assessments. A repeated measures ANOVA did not yield significant differences among grading on the three samples; however, in analyzing the feedback and instructional decisions along with the survey results, it became clear that teachers would benefit from enhanced knowledge about AAE when teaching students who speak and write in AAE. Results showed that the majority of teachers expressed that their teacher education program did not adequately train them to meet the linguistic needs of AAE speakers and that they would like to receive more support in this area. Additionally, it was evident that the majority of teachers provided feedback and instructional approaches that did not preserve or acknowledge the linguistic cultural identity of AAE speakers and writers. In providing feedback to students who wrote in AAE, 70% of teachers communicated to students that they needed to correct their written grammar usage so that it mirrored DAE grammatical rules and 80% of teachers outlined instructional recommendations that aimed to "correct" the use of AAE-features in writing assignments. Findings provided insight on how to improve the effectiveness of teacher education programs and professional training in preparing teachers for culturally-diverse and culturally-responsive literacy practices as they relate to the AAE dialect.

English

ISBN: 9798302159861Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

African American English

Embracing Language Diversity: An Exploration of Elementary Teachers' Perception of African American English /
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520 $a Students of African descent often speak in a dialect that differs from the Dominant American English (DAE) dialect, known as African American English (AAE). Since this dialect is not considered mainstream, students who speak and write in this dialect may be at a disadvantage when being assessed on literacy skills and responding to literacy instruction. However, it is possible to address this issue by preparing and supporting teachers in recognizing AAE use in literacy activities and providing them with instructional strategies to support students who use AAE. The goal of this research was to investigate the perceptions that elementary school teachers have about the use of African American English (AAE) in the literacy classroom and to determine their level of preparedness to encounter AAE as a result of their teacher education programs and current professional trainings. Elementary school teachers who teach in NYC schools completed writing sample analyses and an attitudinal survey to gauge their preparedness and ability to instruct students who use AAE in literacy activities. Each teacher assessed three counterbalanced versions of writing samples: (1) one that included AAE features only; (2) one that included DAE writing errors that are not AAE features; (3) includes spelling errors only. The researcher hypothesized that teachers would assign a lower grade to the writing sample that contained AAE-features as compared to the other two versions of writing samples. Additionally, teachers would provide feedback and make instructional recommendations based on their assessments. A repeated measures ANOVA did not yield significant differences among grading on the three samples; however, in analyzing the feedback and instructional decisions along with the survey results, it became clear that teachers would benefit from enhanced knowledge about AAE when teaching students who speak and write in AAE. Results showed that the majority of teachers expressed that their teacher education program did not adequately train them to meet the linguistic needs of AAE speakers and that they would like to receive more support in this area. Additionally, it was evident that the majority of teachers provided feedback and instructional approaches that did not preserve or acknowledge the linguistic cultural identity of AAE speakers and writers. In providing feedback to students who wrote in AAE, 70% of teachers communicated to students that they needed to correct their written grammar usage so that it mirrored DAE grammatical rules and 80% of teachers outlined instructional recommendations that aimed to "correct" the use of AAE-features in writing assignments. Findings provided insight on how to improve the effectiveness of teacher education programs and professional training in preparing teachers for culturally-diverse and culturally-responsive literacy practices as they relate to the AAE dialect.
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650 4 $a Linguistics. $3 524476
650 4 $a Education. $3 516579
650 4 $a Elementary education. $3 641385
650 4 $a Language arts. $3 532624
653 $a African American English
653 $a Language
653 $a Literacy
653 $a Teachers
653 $a Writing
690 $a 0290
690 $a 0515
690 $a 0279
690 $a 0524
710 2 $a City University of New York. $b Educational Psychology. $e degree granting institution. $3 3817903
720 1 $a Ehri, Linnea $e degree supervisor.
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790 $a 0046
791 $a Ph.D.
792 $a 2025
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