Using Children's Literature as a Remedy and Repair to Affirm African American Students' Language

• In Event: Critical Theoretical Approaches in Children's and Young Adult Literature

Abstract

This study aimed to identify the most common African American Language (AAL) phonological and grammatical features in children's literature themed around slavery and the Civil Rights Movement. The goal was to evaluate these books so that guidance can be provided for educators to affirm many African American students' language, AAL. Nearly 40 books centered on these themes were found to include AAL. The most prevalent features were in slavery-themed books. Phonological features included reduction of the final "g" (e.g., thinkin’), and grammatical features included negation tense markers (e.g., didn’t, neither) and subject-verb agreement (e.g., he listen). Suggestions will be provided for how to evaluate children’s literature that supports AAL and how this can positively impact students’ literacy success.

Authors

• Ramona T. Pittman, Texas A&M University

• Rebekah Piper, Texas A&M University - San Antonio

• Whitney N. McCoy, Duke University