Teachers’ perceptions of school-age African American English speakers: A mixed methods exploration of language ideologies

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Abstract

This paper presents findings from a mixed methods study that examines teachers’ perceptions of narrative language quality in school-age African American English (AAE) speakers. The authors discuss the impact that AAE production and narrative structure have on two groups of teachers’(pre-service teachers and in-service teachers) ratings of Black students’ narrative quality. As well, they address widely-held assumptions and beliefs about narrative language and its variation, and how these assumptions and beliefs affect the instruction and informal assessment of AAE-speaking students.

Authors

• Grace Lee, University of Houston

• Shaimaa A. Scrivner, University of Houston

• Katelyn Nguyen, University of Houston

• Ashley Arrambide, University of Houston

• Monique Mills, University of Houston