An Exploration of Black Language in Structured Literacy Lessons

• In Event: Literacies for Antiracism and Social Justice

Abstract

This research examines the intersection of the Science of Reading and Black Language. This mixed methods research study investigated teacher responses to Black Language spoken by students in structured literacy lessons. Observations, surveys and semi-structured interviews were conducted with undergraduate students serving as reading tutors to Black Language speaking, K-2 students in an urban public charter school. The study found that a targeted professional learning experience provided participants with knowledge of the most common phonological and morpho-syntactic Black Language features used by students in the tutoring program. As a result, tutors were able to identify specific features of Black Language spoken by students in lessons and an instructional change they can make in future lessons.

Author

• Jasmine Rogers, American University