From Dialect to Discourse: AAVE in Culturally Responsive Science Teaching

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Culturally Responsive Teaching and Teacher Education (Table 6)

Abstract

This qualitative case study examines how rural K-8 science teachers integrate culturally responsive discourse strategies, including African American Vernacular English (AAVE), into their classrooms. Grounded in Black Critical Theory (Dumas & ross, 2016) and informed by Culturally Responsive Teaching (Gay, 2010), the research explores the challenges and opportunities teachers encounter in implementing culturally responsive practices in under-resourced, linguistically diverse rural settings. Data collection includes classroom observations, interviews, artifacts, and reflective journals. Thematic coding (Braun & Clarke, 2006) and discourse analysis (Gee, 1999) provide insights into teacher-student interactions and instructional strategies. Anticipated findings include strategies for integrating AAVE and navigating standardized curricula, offering recommendations for professional development to foster equity and inclusion in rural science education.

Author

• Stephanie Tracey, Clemson University