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

African American Vernacular English: Should It Be Incorporated In Our Schools?. Kathia Darius Education 702.22 Professor O’Connor Fall 2009. Table of Contents. Introduction Statement of the Problem Review of Related Literature Statement of the Hypotheses. Statement of the Problem.

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

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  1. African American Vernacular English:Should It Be Incorporated In Our Schools? Kathia Darius Education 702.22 Professor O’Connor Fall 2009

  2. Table of Contents Introduction • Statement of the Problem • Review of Related Literature • Statement of the Hypotheses

  3. Statement of the Problem Many black children speak a nonstandard variety of English; and African American Vernacular English (AAVE) has been widespread and evident in their respective communities. In schools, teachers should recognize that AAVE exists, but should also find the best way to integrate Standard English (SE) to speakers of AAVE, while at the same time respecting their native dialects.

  4. Theorists W. Labov • Examined the grammatical and phonological features of AAVE and states that they are related to Standard English in logical and systematic ways. N. Chomsky • Standard English is a form of pronunciation; but many English speakers use dialects other than SE.

  5. Review of Literature Linguists are divided over whether AAVE should be described as it functions and appears across a wide range of everyday interactions, cultural contexts, and social variables within the African American community, or whether it should be defined in relation to other languages. • Morgan, M. (1994)

  6. Review of Literature (continued) Linguist Labov, concludes, with the possessor coming at the end of the phrase, the possessive s is commonly used by BE speakers: thus “my grandmother house” but “That house is my grandmother’s.” In BE the contraction is often omitted: “She wild”, “Dat not no man.” • Torrey, W. (1983); Labov, W. (1972)

  7. Instructional Strategies These conclusions suggest the following implications, subject of course, to further study, particularly in the classroom. • AAVE speakers need considerable assistance with their spelling. • Teachers of BE speakers, should be aware of their students’ dialect and learn to relate to BE speech to the Standard English spelling system. • Cronnell, W. (1979, February)

  8. Statement of the Hypothesis • H1: 19 second grade students at P.S. X, will be assess by evaluating their knowledge of AAVE, who uses AAVE, why is AAVE used, and their acknowledgment of the difference between AAVE and SE.

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