Disrupting the Dichotomy of Dual Language Education: A Review of Translanguaging and African American Language

• In Event: Transforming Classroom Spaces Through Translanguaging

Abstract

This critical systematic literature review examines the intersection of African American Language (AAL) and translanguaging in dual language education programs. The study argues that acknowledging and incorporating AAL in classrooms and in literature is crucial for healing Black children and addressing their linguistic needs. Current dual-language programs often focus on Spanish/English bilingualism, marginalizing Black students who are proficient in both AAL and standardized English. The review spans from the 1996 Ebonics debate to 2023, revealing that the lack of respect for AAL conventions and literacies contributes to linguistic racism and discrimination. By overlooking the multilingual reality of Black students, educational systems fail to recognize their linguistic genius and further marginalize them.

Authors

• Tempestt S. Johnson, University of South Carolina

• Reka C. Barton, University of Maryland