Contexts for Student AAE Use in the Classroom

Bibliographic Data

ID21175615
AuthorsJill Hallett (0000-0003-3345-9961, University of Illinois Chicago, corresponding author)
Year2015
Volume12
Issue1
Pages1-26
Publication date2015-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCritical Inquiry in Language Studies (JOURNAL)
Journal identifiersISSN: 1542-7587 • E-ISSN: 1542-7595
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15427587.2015.997648
OpenAlexW1990801852
LanguageEN
Citations received2
References cited20

This research examines students' use of African American English (AAE) in classrooms with varying levels of procedural and substantive engagement. In this study, classroom context is examined for type of engagement, turn length, and teacher response to student AAE use. Student AAE use is analyzed by ethnicity, gender, and teacher, and by features used. The data show a predominant use of AAE by African American and female students, and its prevalence in contexts of substantive engagement. Analysis of type of engagement in studies such as this serves to further understand students' linguistic choices in the classroom and calls for additional research with respect to subsequent discussion and student achievement

African american · Context effect · Ethnic group · Geography · Linguistics · Mathematics education · Pedagogy · Sociology · Student engagement · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Reading and Literacy Development

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