Exploring the Role of African American English and American Sign Language in Shaping Literacy Development

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division G - Section 2: Differences and Intersectionalities Virtual Poster Session

Abstract

This critical literature review explores how African American English (AAE) and American Sign Language (ASL)—including Black ASL—shape literacy development in Black Deaf students. Using Sociocultural Theory, Critical Race Theory (CRT), Poststructuralism, and (Socio)cognitive Theory, it analyzes how language, identity, and literacy intersect within historical and contemporary contexts. Findings highlight systemic biases that marginalize AAE and ASL, framing them as deficits rather than assets. The review calls for diversity-affirming frameworks, culturally responsive pedagogy, and inclusive policies that validate students’ linguistic identities. It recommends integrating these insights into teacher preparation, speech-language pathology, and policy reform to promote equitable literacy outcomes. Future directions include exploring the role of family, community, and multimodal literacies in supporting Black Deaf learners.

Author

• Alexis Lawton, Clemson University