This dissertation examines how teachers' knowledge of African American English influences their perceptions and interactions with students who speak this dialect. The study observed 3 classrooms and interviewed the teachers. It found that while teachers were aware of African American English, they lacked training on how to help students code-switch between this dialect and Standard English. As a result, teachers had misconceptions about these students' language abilities and were not effectively implementing strategies to promote their language development. The dissertation concludes that teachers need ongoing professional development and coaching on African American English in order to better support these students' learning.

1. Dissertation Defense
Clarece Weinraub
Influences Of African American English That Contribute To The Exclusion Of African
American Students From Academic Discourse
Chair: Dr. Sylvia Rousseau
Committee: Dr. Noma LeMoine and Dr. Kristin Venegas
Date: July 16, 2015
Innovate, Educate, and Transform

2. 2
Statement of the Problem
Decades of research has suggested that students who begin school speaking a
language variety other than the Standardized/Academic English of the classroom will
have limited access to the classroom content and discourses that they need to learn.
Teachers that are not familiar with language variations might mistake these dialects
for learning disabilities or have lower expectations for a student’s capability of
learning (Ladson-Billings, 2009; Godley & Escher, 2012).
Additionally, teachers are unable to relate to African American English (AAE) speaking
students and there are often misconceptions about their language and culture AAE is
not nationally recognized as a second language and therefore these students are
often left in classrooms that do not employ research based strategies that they need
in order to acquire Standardized/Academic English.

3. 3
Literature Review
• Description of Language
Background
 Green, (2002)
 Labov, (2010, 2012)
 Smiterman, 1977
 Charity Hadley & Mallison (2011)
 Perceptions
 Alim & Smitherman (2012)
 Rickford & Rickford, (2002)
 Williams (1997)
 Smith (1998)
 Perry & Delpit, (1998)
 Harris & Schroeder, (2013)
 Strategies
 Hollie, (2012)
 LeMoine, (2001)
 Ladson-Billings, (2009)
 Greene & Walker, (2004)
 Fillmore & Snow (2000)
 Theory/Conceptual Framework
 Freire, (1970)
 Gay, (2010)
 Ladson-Billings, (2009)
 Hollie, (2012)
 Hill, (2009)
 Gee, (2001)

4. 4
Purpose of the Study
The study’s primary purpose was to identify
effective ways that teachers implemented
practices that may have eliminated the exclusion
of African American English (AAE) speaking
students from classroom discourses and
heightened inclusion in learning opportunities in
the classroom.

5. 5
Research Questions
Q1: What is the knowledge that teachers have about
African American English (AAE)?
Q2: What attitudes and perceptions about speakers of
AAE do teachers demonstrate in their interactions with
AAE speaking students?
Q3: What strategies do teachers use to assist speakers of
African American English in participating in classroom
discourses and acquiring proficiency in
Standardized/Academic English?

6. 6
Methodology
Qualitative Method
• Unit of analysis-Classrooms
• Three urban middle school classrooms
• Two English Language Arts teachers,
and the an 8th grade U.S. History
teacher

7. Data Collection, and Analysis
Observations-Protocols adapted from (Datnow & Yonezawa, 2004)
• Ten observations, three per classroom, 1 Professional
Development
Interviews-protocols open ended, Likert-type scales (LeMoine, 2003;
Datnow & Yonezawa, 2004)
 Three teachers, once each
Data Analysis-Thematic
 Used the culturally and linguistically relevant pedagogy
theoretical framework (Alim & Smitherman, 2012; Gay, 2010;
Hollie, 2012; Ladson-Billings, 2009;)
 Critical Race Theory, Sociocultural Theory, and Language
Theories ( Alim & Smitherman, 2012; Gee, 2002).
 Six strategies recommended by the LDP (Maddahian &Bird,
2003)

8. 8
Summary of the Findings
• Professional Development was voluntary in a school where student’s
performance is declining
• Focused and oriented trainings for strategies to Spanish speaking
students although the school is primarily African American
• Teachers lacked concept of helping students retain their AAE while
also learning SAE
• A general disinterest or minimal interest in African American culture
and language on the part of teachers
• It is harmful to students when teachers do not have knowledge or
respect for students’ language; teachers think they are doing right by
not making distinctions in students’ language
• Teachers need additional training and coaching to effectively
implement strategies

9. 9
Implications for Practice
• The teachers needed professional development specifically designed for
speakers of African American English who have not acquired proficiency
in SAE
• Ongoing professional development, complete with coaching and
professional learning communities, provides the greatest potential for
fully implementing effective instructional strategies
• Professional development plan should develop each teacher’s ability to
recognize and understand student use of AAE, more specific training on
language
• introduction to AAE that prospective teachers receive in their teacher
preparation program does not offer enough knowledge to help teachers
recognize the language when it is used or how to use strategies for
helping students acquire Standardized -Academic English.

10. 10
Recommendations for Practice
1. Invest in professional development coaches and provide a
way for coaches to be introduced to teachers as experts
1. Teachers need a more hands on approach to learning about
language variations and the stereotypes that surround AAE
language use
1. Educate teachers on language variations, specifically for
SELs just as they receive EL instructional strategies

11. 11
Future Research
1. More research on effectiveness of AEMP training and
implementation in various schools
2. Research to compare observation of teacher interactions with
standout students to students perception of self-efficacy and
teacher belief
3. Longer study to include teacher success rates on student pass
rates and test scores when compared to their knowledge of AAE.

12. 12
Abstract Review
This qualitative study explored how the teacher’s knowledge of African American English influenced the interactions
and perceptions teachers had about AAE speaking students. African American English is a rule based langugage
system spoken by over 80 percent of African Americans (Charity Hudley & Mallison, 2011; Smitherman, 1977).
Despite this statistic AAE is not classified as a second language and is generally not recognized in most U.S. Schools.
Programs such as the Academic English Mastery Program (AEMP) classify those speakers of AAE and other languages
that are generally referred to as English Only (EO) as Standard English Learner (SEL). This study looked at knowledge
of AAE, perceptions demonstrated through interactions with students and strategies teachers used while working
with primarily African American middle school students. The researcher observed classrooms, attempted to analyze
lesson plans, and conducted teacher interviews. Findings showed that teachers may have known about African
American English but most did not explore learning about the language or strategies to work with AAE speaking
students despite having classes that were attended by mostly African American English speaking students. This
research also showed that even when teachers felt competent in using AEMP strategies lack of respect for students
and understanding of African American culture stifled the teacher’s effectiveness.

13. 13
Thank you!
Your questions are welcome
Contact Information:
 Clarece Weinraub
 clarecedw@gmail.com
 415-424-3975