This study investigates the role of African American Language (AAL) and *Standardized American English (*SAE) in Black/African American same-race teacher-student relationships. The teachers in this study (1) used AAL as a valuable tool for building rapport and trust with their students; (2) were aware of their positions as linguistic role models;…

The ability to encode (spell) is an integral writing skill needed to communicate effectively. The ability to spell, also, enhances decoding as spelling and decoding are reciprocal skills that rely on knowledge of the same subskills. Spelling can also be particularly difficult for students with literacy and phonological-processing difficulties such…

This study investigates the learning of linguistic structures associated with African American English (AAE) among four non-AAE-speaking teachers of AAE-speaking students. It considers implicit and explicit learning/development of a second dialect in two novel ways. First, it focuses on the understanding of a socially-stigmatized dialect by…

In this article, we focus on instructional support for 91 students who speak African American Vernacular English and who are at high risk for not passing the required state exams. We profile the instruction that was provided and the results from that instruction, providing examples of how students' language was scaffolded such that they could code…

Purpose: The purpose of this study was to determine which instructional strategies elementary school principals and fourth-grade teachers perceive substantially support the development of Standard English language skills and reading proficiency in African American students. Methodology: The study used a descriptive case study. The findings were…

Considers "Ebonics" the most encompassing of the different terms used to describe various English language patterns used by Blacks. Recommends measures to improve teacher attitudes and knowledge in dealing with students who use nonstandard language patterns. (Author/MJL)

Explores the history of the study of Black English and the history of researchers' and teachers' attitudes towards Black English and its study. (RB)

Programs for improving the standard English writing competencies of Black dialect speakers must employ the same methods and attitudes used in teaching Whites if such programs are intended to prepare students to be linguistically competent in society. (Author/MJL)

Raises four objections to a program of oral drills in standard English for children who speak black dialect. (HTH)

Describes three current approaches to the problems of nonstandard English and examines the motivations behind them. Appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education. (FWB)

Modern educators recognize vernacular Black English as a variety of English that has its own system and rules. However, since most reading materials and school texts are in standard English, reading difficulties are often found in Black children who use a nonstandard dialect. The effects of negative teacher attitudes are described, and…

This study examined students' and teachers' attitudes toward using black dialect (BD) in a community college writing program. White educators completed a Language Aptitude Survey and followup interviews. African American students completed interviews. Teachers held Standard English (SE) in high regard and did not agree with using Ebonics in…

Shows that proper usage and understanding of Black English vernacular among teachers helps to create positive self-image in Black students and aids these students in learning to read. (DA)

This study focused on one of the suggested causes of the poor academic performance evident among many black, lower socioeconomic status children, namely teachers' attitudes toward Black English. There is considerable empirical evidence to suggest that speakers of Black English are evaluated as inferior to speakers of Standard English by their…

Argues that the belief that black English is bad English or ungrammatical is inconsistent with empirical linguistic evidence to the contrary and discusses some of the sociolinguistic, educational, and political aspects of the debate over the role of black English in educational settings. (34 references) (MDM)