Contexts for Student AAE Use in the Classroom

Autor/in	Hallett, Jill
Titel	Contexts for Student AAE Use in the Classroom
Quelle	In: Critical Inquiry in Language Studies, 12 (2015) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2015.997648
Schlagwörter	Black Dialects; African American Students; Language Usage; Language of Instruction; Teacher Student Relationship; Teaching Styles; Learner Engagement; Classroom Observation Techniques; Video Technology; Discourse Analysis; Word Frequency; Teacher Student Ratio; Syntax; Language Patterns; Intercultural Communication; Interpersonal Communication; Communication Strategies; Urban Schools; Illinois + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sprachgebrauch; Teaching language; Unterrichtssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; Diskursanalyse; Word analysis; Frequency; Wortanalyse; Häufigkeit; Lehrer-Schüler-Relation; Sprachmodell; Sprachstruktur; Interkulturelle Kommunikation; Interpersonale Kommunikation; Kommunikationsstrategie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01