Teaching Reading to African American Children: When Home and School Language Differ

Autor/inn/en	Washington, Julie A.; Seidenberg, Mark S.
Titel	Teaching Reading to African American Children: When Home and School Language Differ
Quelle	In: American Educator, 45 (2021) 2, S.26-33 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Reading Instruction; African American Students; Language Usage; Language of Instruction; Black Dialects; Literacy Education; Teaching Methods; Student Evaluation; Barriers; Curriculum; Racial Bias; Standard Spoken Usage; Cultural Differences; Socioeconomic Status; Well Being; Mental Health; Teacher Competencies; Knowledge Level; School Readiness; Instructional Materials; Culturally Relevant Education; Phonological Awareness; Phonemic Awareness; Phonics; Attention; Time on Task; Oral Reading + Suchen Sie Ihr Suchwort? Leseunterricht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sprachgebrauch; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Curricula; Lehrplan; Rahmenplan; Racial discrimination; Rassismus; Gesprochene Sprache; Umgangssprache; Kultureller Unterschied; Socio-economic status; Sozioökonomischer Status; Well-being; Wellness; Wohlbefinden; Psychohygiene; Lehrkunst; Wissensbasis; Readiness for school; School ability; Schulreife; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Aufmerksamkeit; Zeitaufwand; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	Teaching reading to children whose language differs from the oral language of the classroom and from the linguistic structure of academic text adds an additional layer of complexity to reading instruction. There is a large and growing body of evidence indicating that language variation impacts reading, spelling, and writing in predictable ways. In particular, it has been demonstrated that mismatches between the language variety spoken by many African American children in their homes and communities and the written language variety encountered in books and other text can slow the development of reading and writing. The focus of this article is the impact of one language variety, African American English (AAE), on literacy development and on teaching, assessing, and learning. The goal is to describe aspects of instruction, curricula, and assessment that may create obstacles to literacy for African American children (compounding the effects of other factors, such as growing up in systemically under-resourced neighborhoods) and to share ways to modify instructional practices to benefit AAE speakers in significant ways. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01