African American Vernacular English: Should It Be Incorporated In Our Schools?

1. African American Vernacular English:Should It Be Incorporated In Our Schools? Kathia Darius Education 703.22 Professor O’Connor Spring 2010

2. Table of Contents • Research Design • Threats to Internal Validity • Threats to External Validity • Proposed Data • Correlation Graph

3. Research Design Pre-experimental design: One-shot case study, XO My examination seems to support the one-shot case study the best, given that the participants were not randomly assigned and they will be assessed. I am examining 20 students and using results of surveys, vocabulary, and comprehension tests to draw conclusions for my research.

4. Threats to Internal Validity • History- Students will have the ability to decide when the language is “acceptable” and when it is not. • Maturation- Overtime, most students may have difficulty acquiring Standard English; it might take them time to comprehend the social meanings and cultural rules of using two dialects. • Instrumentation- Researcher generated the instruments. • Selection-Maturation Interaction- Not all students are the same age.

5. Threats to External Validity • Experimenter Effects – Much of Sweet Clara is written in AAVE. AAVE is a distinctive language variety with precise rules concerning grammar and word pronunciation. Almost all of the 2nd graders, in my research are speakers of AAVE, it is important to verify the idea that AAVE is not a sub-standard variation of English. Rather, AAVE is a linguistic variation that developed in specific socio-cultural conditions and is not related to one’s academic abilities. It is known that many children learn AAVE in their home, learn Standard English as a second language once they begin school. • Multiple treatment effect – Exposure to AAVE and posttest. • Generalizable Conditions - The treatment can be duplicated and have the same results, since all the students are in the same comparable learning environment.

6. Proposed Data Student Survey- 3 questions 1= Enjoyed the book, 2= Like the story, 3= Enjoyed the book somewhat, 4= Did not enjoy the book • Did you enjoy the reading of “ Sweet Clara and the freedom quilt”? • Did you enjoy the reading of “ A girl Named Helen Keller”? • Who you like to read more books like Sweet Clara or rather read books like Helen Keller? (1) Sweet Clara… (2) Helen Keller (3) Both stories (4) Both stories were boring

7. Proposed Data Post-test Survey Part A Comprehension • What was Clara dream? • Why did Aunt Rachel train Clara to sew? • Why would runaway slaves be free once they arrive in Canada? • How old was Clara when she was parted away from her Mother? • What were Clara feelings about going to the big house to sew? Part B Vocabulary- In your own words, define the following words • Contrary • Plantation • Freedom • Master • Missus

8. Proposed Data • Part A- Comprehension • How old was Helen when she became blind and deaf? • How did Helen became blind and deaf? • Why was Helen sometimes out of control? • How did Helen learn how to communicate? • Due to her disability, Helen was unable to use all of her five senses to communicate. What senses did she use to communicate with others? • Part B-Vocabulary • In your own words, define the following words • Sign language • Frustrate • Communicate • Rebellious • Braille

9. Proposed Data Rxy = 0.389484 There is no correlation between the results from the post-test survey and the scores of the comprehension test.

10. Proposed Data Rxy = - 0.09252 A correlation of -0.09252, means that there’s no significant relationship between the post-test survey and the results from the comprehension test.

11. The results of the Comprehension test

12. Proposed Data Analysis Chart 1- rxy: .389 Chart 2-rxy: .092 Chart 3-rxy: .051 There is no relationship between the variables; no correlation.