African American English and the Achievement Gap: The Role of Dialectal Code Switching

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Holly Craig

African American English and the Achievement Gap

The Role of Dialectal Code Switching

Holly Craig

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English

Routledge
04 June 2019

Literacy strategies; Teaching of a specific subject; Educational: English language & literacy

Series: Routledge Research in Education

Many African American children make use of African American English (AAE) in their everyday lives, and face academic barriers when introduced to Standard American English (SAE) in the classroom. Research has shown that students who can adapt and use SAE for academic purposes demonstrate significantly better test scores than their less adaptable peers. Accordingly, AAE use and its confirmed inverse relationship to reading achievement have been implicated in the Black-White Test Score Gap, thus becoming the focus of intense research and practical interest.

This volume discusses dialectal code-switching from AAE to SAE and stresses the benefits and importance of African American students becoming bi-dialectal. It provides background theory and science supporting the most promising educational approach to date, Contrastive Analysis, a set of longstanding methods drawn from Second Language research and used effectively with students ranging from kindergarten through college. It offers a deeper knowledge of AAE use by students, the critical features of Contrastive Analysis, and detailed information about successful applications which teachers can apply in their own pedagogy.

By: Holly Craig
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 229mm, Width: 152mm,
Weight: 453g
ISBN: 9780367194260
ISBN 10: 0367194260
Series: Routledge Research in Education
Pages: 176
Publication Date: 04 June 2019
Audience: College/higher education , Primary , A / AS level
Format: Paperback
Publisher's Status: Active

Preface 1. The Educational Context: An Enduring Black-White Achievement Gap 2. Research Heuristics: Study Designs, Participants, Data Collection and Reduction 3. Child African American English 4. Systematic Influences on Rate of AAE Feature Production 5. Students Learning to Code-switch 6. The Educational Importance of Learning to Code-switch 7. Factors Influencing Individual Differences in Learning to Code-switch 8. Programs Designed to Teach SAE to AAE-speaking Students 9. A New Evidence-based Code-switching Program for Young AAE-speaking Students 10. Summary and Thoughts about Future Directions

Holly K. Craig is Professor Emerita and Research Professor in the School of Education at the University of Michigan, USA.