Research and practical experiences suggest that African American students' achievement continues to be affected where they are likely to be taught by faculty who have limited experience with the nuances of African American Vernacular English. This book offers a resource for teaching speakers of AAVE at the post-secondary level.
Research and practical experiences suggest that African American students' achievement continues to be affected where they are likely to be taught by faculty who have limited experience with the nuances of African American Vernacular English. This book offers a resource for teaching speakers of AAVE at the post-secondary level.
Concetta A. Williams is an assistant professor of English at Chicago State University. Her research focuses on using literature to examine the experiences of urban youth, broadening the definition of literacy in an effort to better identify and understand perceptions of literate behavior in academic settings, and working with diverse student populations (first-year, first-generation). Lydia Magras is an independent scholar whose research interests include Urban and Cultural Literacies, Spirituality and Literature, and Women's Literature. She has presented her research before the National Council of Black Studies, the Association for the Study of African American History and Life, and the Conference of Religion, Literature, and the Arts.
Inhaltsangabe
Foreword Abul Pitre Preface Introduction Chapter 1: Unpacking the History of African American Vernacular English Chapter 2: Teacher Perceptions of Their Students Who Speak African American Vernacular English Chapter 3: Closing the Gap: Connecting Students and Partnering AAVE and Collegiate Composition Chapter 4: Pedagogical Techniques for Teaching AAVE Speakers Chapter 5: What We Learned and What We Learnt References Index About the Authors
Foreword Abul Pitre Preface Introduction Chapter 1: Unpacking the History of African American Vernacular English Chapter 2: Teacher Perceptions of Their Students Who Speak African American Vernacular English Chapter 3: Closing the Gap: Connecting Students and Partnering AAVE and Collegiate Composition Chapter 4: Pedagogical Techniques for Teaching AAVE Speakers Chapter 5: What We Learned and What We Learnt References Index About the Authors
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