Evaluation Of A Code-Switching Composition Curriculum For Students Who Speak African American Vernacular English.

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Overview

African American Vernacular English, or AAVE, is an authentic language system; however, despite the fact that it is widely recognized as a common vernacular in American culture, it continues to negatively affect students who use it, both academically and socially (Ball, 1999; Ball & Lardner, 1997; Gay, 2000; K. R. Johnson, 1971; New York Board of Education, 1968; Redd, 2001; Thompson, Craig, & Washington, 2004). For this study, a composition curriculum was developed that utilized code-switching (Ball, 1999; Hefflin, 2002; Redd, 2001; Richardson, 1997; Thompson, Craig, & Washington, 2004; Villegas & Lucas, 2002; Wang, 2000). Code-switching is defined as "...the mental 'translation' process that occurs in people who are bilingual or bidialectical. Code-switching allows a person to both understand and convey thoughts in either language," depending on their own predetermination of the appropriateness of the language to the situation (Fields, 1997, p. 18). In this project, an expert review panel was asked to predict the efficacy and feasibility of implementing a proposed code-switching composition curriculum with African American high school students in a regular education public school setting. The panel evaluated the curriculum according to numerous components, the ultimate goal of their analysis being to determine their perceptions about the potential effectiveness of the curriculum and the feasibility of implementing it in a regular education public school setting. A numerical breakdown of the panelists' responses shows that 86% of the lower two ratings came from the two African American panelists and 94% of Exemplary ratings came from the White panelists. These statistics raise serious questions about the feasibility of ever implementing such a program, at least in its current format. In addition to basic curricular improvements to the lesson plans, improvements will also have to be made to the cultural sensitivity of the entire unit. This implication probably means adapting the unit to cover more than one specific vernacular. In addition, the unit will most likely need to be revamped from a pull-out program to one that is designed for a racially and culturally heterogeneous classroom.
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Product Details

  • ISBN-13: 9781243423429
  • Publisher: BiblioLabsII
  • Publication date: 9/2/2011
  • Pages: 228
  • Product dimensions: 7.44 (w) x 9.69 (h) x 0.48 (d)

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