Teachers Attitudes Toward AAVE Presentation


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Teachers Attitudes Toward AAVE Presentation

  1. 1. Florida Preservice Teachers’ Attitudes Toward AAVE
  2. 2. Evolution of Euphemisms for AAVE <ul><li>Negro non-standard English/Black Bobo/Ebonics/Jive Talking/ Black Dialect/nonstandard English/Afro-American English/African American English/Black English Vernacular/Vernacular Black English/nonstandard Negro English/Negro Dialect/Afram/substandard English/Black English </li></ul>
  3. 3. Research Questions <ul><li>What attitudes do selected Florida preservice teachers exhibit toward AAVE as measured by the African American English Teacher Attitude Scale? </li></ul><ul><li>What demographic variables (race, university attended, hometown size, gender, age, socio-economic status) and exposure-to-dialect variables (home/community, high school course work, university course work) are associated with these attitudes? </li></ul>
  4. 4. Independent Variables <ul><li>Race </li></ul><ul><li>Hometown (urban, rural or suburban) </li></ul><ul><li>Dialect (Standard English, AAVE, or Both) </li></ul><ul><li>School (FAMU with 94.3% black or FSU with 75.3% white ) </li></ul><ul><li>Gender </li></ul><ul><li>SES </li></ul><ul><li>Age </li></ul><ul><li>Academic Exposure to AAVE (2 questions) </li></ul>
  5. 5. Dependent Variable <ul><li>Attitude Score on the African American English Teacher Attitude Scale (AAETAS). </li></ul><ul><li>The AAETAS is a 46 item survey, which is comprised of actual statements made by teachers. </li></ul><ul><li>4 point Likert Scale (score ranges 46 to 184) </li></ul><ul><li>Use of multiple regression analysis </li></ul>
  6. 6. Polarized Statements <ul><li>African American English is a systematic, rule-governed language variety (positive). </li></ul><ul><li>African American English is basically talking lazy (negative). </li></ul><ul><li>African American English should be promoted in the school as part of African American children’s culture (Positive) </li></ul><ul><li>African American kids would advance further in school without African American English (negative) </li></ul>
  7. 7. Comparison of Constructs for the Previous and Present AAETAS <ul><li>Hoover et al (1997) Present Study </li></ul><ul><li>Deficit under 120 Low under 110 </li></ul><ul><li>Difference 120-159 Middle 110 - 153 </li></ul><ul><li>Excellence 160 or above High 154 or above </li></ul>
  8. 8. Statistics for all Attitude Scores (n=153) <ul><li>M = 127.4 / Mdn 129 / Mode 132 </li></ul><ul><li>SD 16.80/ Range 85 / Min 85/ Max 170 </li></ul>
  9. 9. Research Question 2 <ul><li>LANGUAGE p< .007 </li></ul><ul><li>HOMPOP p<. 011 </li></ul>
  10. 10. Results <ul><li>Bidialectial Preservice teachers from suburban areas had the highest attitude scores </li></ul><ul><li>SE speaking Preservice teachers from urban areas had the lowest attitude score </li></ul><ul><li>Why didn’t those who speak AAVE only have the highest attitude score? </li></ul>
  11. 11. Implications <ul><li>Teachers should become aware of AAVE and other dialects of English as international students who end up in impoverished areas usually acquire nonstandard English as a target language. </li></ul><ul><li>ESOL students’ interlanguage often resemble many forms of AAVE (e.g two mens, the man, he went to the market). In addition, many fossilize these forms. </li></ul>
  12. 12. AAVE <ul><li>Whether or not Cosby et al. believe that AAVE is legitimate system of communication is a moot point because a substantial amount of research support its validity. </li></ul><ul><li>Our focus should be including AAVE speaking children in programs that will enhance their acquisition of SE (like LEP strategies and methods). </li></ul>
  13. 13. <ul><li>Both Brown v. Board of Ed & Lau v. Nicolas argued violation of Civil Rights laws. However, AAVE speaking children are not included in programs that promote acquisition of SE. </li></ul><ul><li>The NAACP was a plaintiff in the Florida Consent Decree, but AAVE speaking children are not included in programs that promote acquisition of SE. </li></ul><ul><li>This is where the focus should be. </li></ul>