Do Educators See and Honor Biliteracy and Bidialectalism in African American Language Speakers? Apprehensions and Reflections of Two Grandparents/Professional Educators

Autor/inn/en	Boutte, Gloria Swindler; Johnson, George L., Jr.
Titel	Do Educators See and Honor Biliteracy and Bidialectalism in African American Language Speakers? Apprehensions and Reflections of Two Grandparents/Professional Educators
Quelle	In: Early Childhood Education Journal, 41 (2013) 2, S.133-141 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-012-0538-5
Schlagwörter	Discourse Communities; African American Children; Written Language; Language Patterns; Siblings; Standard Spoken Usage; Bilingualism; Dialects; Teachers; Grandparents; Young Children; African American Family; Individual Characteristics; Interpersonal Communication; Oral Language + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Geschriebene Sprache; Sprachmodell; Sprachstruktur; Sibling; Geschwister; Gesprochene Sprache; Umgangssprache; Bilingualismus; Dialect; Dialekt; Lehrer; Lehrerin; Lehrende; Großeltern; Frühe Kindheit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interpersonale Kommunikation; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	Educators often do not recognize biliteracy and bidialectalism in African American Language (AAL) speakers. Chronicling the experiences of twin four/five-year old AAL and emergent Standard English speakers, we discuss the importance of recognizing and building on the routines and identities of African American children and families. We present three strategies for supporting the learning of African American children who are biliterate and bidialectal. Using the academic literature which illustrates African American children's communicative virtuosity as a backdrop, we use language samples from twin AAL-speakers to illustrate key points. Emphasis is placed on the importance of building on African American children's communication styles in classrooms and helping them to negotiate and move between two different discourse communities for both oral and written language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10