The United States have witness a problem concerning educating African American
students in elementary schools and high schools. One suggestion was that made in order to
learn Standard English (SE) better is African American Vernacular English (AAVE) ought
to be taught at schools to highlight the differences between the two dialects in order for the
children to master their studies and to succeed not only at school but also later at college.
The problem is that many teachers, but also parents, have negative attitudes toward
teaching AAVE at school because they think that this is “bad” English and does not help to
facilitate their lives. But I argue in order to get positive attitudes toward AAVE one has to
understand the complexity of that dialect which furthermore needs to be translated to the
teachers’ training programs to help children acquire SE and master their lives.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- I. General Information about AA(V)E
- A. The Origin of AAE
- A.1. The British Settler Theory
- A.2. The Creole Theory
- A.3. African Languages
- B. Speechpatterns in the US
- B.1. People who use SE
- B.2. People who do not speak SE fluently
- A. The Origin of AAE
- II. Linguistic Features of AAE
- A. Lexical Items
- A.1. Habitual Be
- A.2. Do and Go
- A.3 Inflections in AAE
- B. Grammar
- B.1. Early AAE Tense and Aspect
- B.2. Contemporary AAE
- A. Lexical Items
- III. Education
- A. Famous Cases (Problems in educating black children)
- A.1. Ann Arbor Case (King Case)
- A.2. Oakland School Board
- B. Strategies to improve teaching
- B.1. Classroom Strategies
- B.1.a. Reading Strategies
- B.1.b. Writing Strategies
- B.2. Teachers Training and Recommendations
- B.1. Classroom Strategies
- C. Attitudes toward AAVE and SE
- C.1.Parents Attitudes toward AAVE
- C.2. Children's Attitudes toward AAVE
- C.3. Teachers' Attitudes toward AAVE
- C.4. Employer's Attitudes toward AAVE
- A. Famous Cases (Problems in educating black children)
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper explores the complex relationship between African American Vernacular English (AAVE) and Standard English (SE) in the context of education. The author aims to demonstrate the importance of understanding AAVE's linguistic complexities and its role in shaping the learning experiences of African American students. This understanding, the author argues, is crucial for fostering positive attitudes towards AAVE and developing effective educational strategies to help African American students acquire SE and succeed academically.
- The origin and development of AAVE
- The linguistic features of AAVE, including its lexicon and grammar
- The challenges and opportunities in educating African American students
- The impact of attitudes towards AAVE on educational outcomes
- The importance of incorporating AAVE into educational practices
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction provides an overview of the challenges faced by African American students in acquiring SE and highlights the need for a deeper understanding of AAVE. The first chapter delves into the origins of AAVE, examining competing theories like the British Settler Theory and the Creole Theory. It analyzes the role of African languages in shaping the lexicon of AAVE. The second chapter focuses on the linguistic features of AAVE, exploring lexical items like "habitual be" and grammatical structures within the dialect. The third chapter explores the history of education and African American students, examining famous cases like the Ann Arbor Case and the Oakland School Board. It also discusses strategies for improving teaching, including classroom techniques and teacher training programs. The paper then examines the attitudes towards AAVE and SE, analyzing the perspectives of parents, children, teachers, and employers.
Schlüsselwörter (Keywords)
African American Vernacular English (AAVE), Standard English (SE), linguistic features, education, attitudes, classroom strategies, teacher training, sociolinguistic variation, cultural heritage, African languages, creole theory, pidgin, educational equity.
- Citar trabajo
- Magister Anke Werckmeister (Autor), 2007, Education and Attitudes towards AA(V)E, Múnich, GRIN Verlag, https://www.grin.com/document/171970
