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Experimental Analyses of Peer Tutoring: Toward a Technology of Generative Learning
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102 |
Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis
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103 |
The Selective Fossilization Hypothesis: A Longitudinal Study of English Language Learners' Persistent Errors
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106 |
Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners
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107 |
An Examination of the Writing Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Cognitive, Linguistic and Conventional Components
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108 |
Establishing Psychometrically-Sound Measures of Linguistic Skills in People With and Without Aphasia During Unstructured Conversation and Structured Narrative Monologue
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Talking Black: Destigmatizing Black English and Funding Bi-Dialectal Education Programs
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Abstract:
During colonial and antebellum American history, slaveholding states enacted anti-literacy laws that prohibited teaching enslaved people how to read or write. Later iterations of these laws criminalized the education of African Americans—enslaved or free—in response to conspiracies and insurrections led by literate enslaved and free African Americans. These enactments along with the customs of violence on slave plantations inevitably resulted in a mostly illiterate enslaved population. The legacy of literacy proscription, through segregated schools, continued to impair the quality of education that Black children received. Because of unresolved opportunity gaps, the low literacy rates of Black children and the disparity in academic achievement between Black and White children remain pressing issues for school reformers. Anti-literacy statutes also prevented enslaved Africans from formally learning the rules and grammar of standard American English. Consequently, enslaved Africans created their own English dialect—African American Vernacular English (“AAVE”). AAVE is an English language variety whose structure and grammar conflicts with standard English, at times. Today, many Black children enter school speaking AAVE. Furthermore, linguistic research documents the academic challenges faced by Black children who speak AAVE. Current education law does not explicitly account or provide remedial support for children who speak AAVE. This Note argues that the often overlooked linguistic barriers presented by children who speak AAVE is the primary driver of low literacy rates among black children. This Note recommends allocating federal funding for the implementation of bi-dialectal programs for AAVE-speaking children to ensure that Black children have access to equal educational opportunities.
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Keyword:
African American students; Black English; English language--Study and teaching--African American students; Law; Literacy--Social aspects
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URL: https://doi.org/10.7916/d8-m5tj-dx94
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110 |
Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education
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111 |
An Interview with APPLE Lecture Speaker Dr. Richard Donato
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112 |
Assessing Bilngual Latino Students Understanding in Acquiring Knowledge and Their Motivation in Learning Science with a Computer-based Simulation
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113 |
Dancing With Feedback: Inquiry-based Feedback and Teacher Learning
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116 |
Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
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117 |
Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms
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118 |
Mettre en œuvre des activités de classification de verbes de déplacement à l'école primaire
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In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://hal.archives-ouvertes.fr/hal-02978093 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2020, ⟨10.4000/lidil.8266⟩ ; http://journals.openedition.org/lidil/8266 (2020)
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119 |
ИСПОЛЬЗОВАНИЕ СТРАНОВЕДЧЕСКОЙ ИНФОРМАЦИИ ПРИ РАЗВИТИИ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ НА ЗАНЯТИЯХ ПО РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ В ИНОЯЗЫЧНОЙ СРЕДЕ ОБУЧЕНИЯ ...
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Enhancing Cultural Awareness and Sensitivity Through Theatre and Language Education ...
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