DW3b

DW3b: Five Easy Pieces: Steps Toward Integrating AAVE into the Classroom
by Jessica Whitney

Black English, AAVE, Ebonics, AAL. Though the terms have evolved over the years, discussion of AAVE has been a topic of debate and controversy for decades. It is, however, more recently that this language is becoming accepted in the academic setting. New strategies and approaches for incorporating AAVE into the classroom are being brought forth at a rapid speed, yet one specific way for teaching AAVE speaking students has not yet been developed and put into practice. One of these advocates for developing strategies for teaching AAVE speaker is Jessica Whitney, and she demonstrates these ideas in her article "Five easy Pieces: Steps Toward Integrating AAVE into the Classroom". In the writing, Whitney lays out specific tactics for teaching AAVE speakers, and organizes them into five easy steps.

Step one: Teacher, Educate Thyself
The first step to integrating AAVE into the classroom is for teachers to actually understand the language itself. Whitney states that one of the biggest obstacles being faced is the ignorance of the culture and language. The stereotypes and preconceived notions commonly made by the white teachers need to be set aside, and starting with an open mind is crucial. The teacher's must work with the student's home language, which is most commonly AAVE, no against it.

Step two: Incorporate Multicultralism into the Classroom
The second step to accepting and teaching AAVE in an academic setting is to make the classroom a place that values diversity in the forms of language, culture, and experience. There are enough different methods of incorporating nonmainstream tactics into the classroom that the teacher has the opportunity to choose which method he/she thinks bet suits her students' needs. Whitney goes on to state that it is unjust to provide students with just a one-sided outlook of the world

Step three: Creating a Learning Environment Rich in Oral Language
Oral Language is just as important as written language, and in step three of Whitney's process, she explains the need to focus on both sides of learning, written and oral. How the student speaks is reflected a great amount in his/her writing, therefore if a teacher enhances a student's speech, the enhancement of their written language will also develop. Whitney then goes on to explain possible ways to incorporate oral language into the classroom, such as debates, in-class discussions, listening to readings, and brainstorming.

Step four: Encourage and Demonstrate Code-Switching in the Classroom
In step four, Whitney urges teachers to not correct a student when they exhibit habits difference from Standard English, but rather to acknowledge the fact that has different styles, rules, and patterns, and a person should be open to all forms. Teachers should help the students see the differences in languages by comparing and contrasting AAVE and Standard English. She also encourages code-switching, which helps the students to be more effective, both in their writing and speech.

Step Five: Allow the Students to Write like Real Writers
Step five encourages Teachers to allow Students to write like "real writers". This includes writing for a variety of audiences and have a specific point, while being aware of themselves as writers. To accomplish this goal, teachers need to allow students to use AAVE in both their written and spoken speech.

Whitney spells out simple, easy steps to follow for putting AAVE into the classroom. The author discusses AAVe in composition studies effectively, her writing being simple to understand with definite clear instructions and strategies. Whitney suggests that the responsibility is on the teachers, and that they have to first understand the language itself before teaching it. She also insists that AAVE shouldn't be ignored, but instead allowed in the classroom since it can often enhance the student's writing, making it more authentic.

Annotated Bibliography

Annotated Bibliography

Hamilton, Greg. “English in the City: Wass’up, Mrs. Stern?” The English Journal. 93. 4 (2004): 89-92. National Council of Teachers of English. 29 March 2009.
Hamilton discusses his colleague’s, Ruthie Stern, experiences in teaching AAVE speaking students. Stern explains the definition of Black English, how it is used by her students, along with specific examples from the classroom, including instances where her students spoke AAVE or used slang, and their consequences.

Jonesberg, Sara. “What’s a (White) Teacher to Do about Black English?” The English Journal. 90. 4 (2001): 51-53. National Council of Teachers of English. 29 March 2009.
Jonesberg urges the need for respect and celebration for Black English in the classroom. She views Ebonics as a representation of African American’s history and culture. Jonesberg also recognized bilingualism and the fact that there is no “bad english” nor “good english”, but rather differences in languages.

Wheeler, Rebecca. “Teaching English in the World: Code-Switch to Teach Standard English.” The English Journal. 94. 5 (2005): 108-112. National Council of Teachers of English. 29 March 2009.
Wheeler emphasizes the importance of not correcting “incorrect grammar” of AAVE, but rather look at the grammar as part of a different language. She examines different data from students to better understand the appropriate approach to helping AAVE speakers learn to write.

Whitney, Jessica. "Five Easy Pieces: Steps toward Integrating AAVE into the Classroom." The English Journal. 94. 5 (2005): 64-69. Voice of Democracy. 29 March 2009.
The article, by Whitney, discusses strategies for incorporating AAVE into the classroom, using five steps. She argues that AAVE should be embraced in the classroom, using students’ home language as a valued tool to help the students become better learners.

DW3a

A Perspective on Teaching Black Dialect Speaking Students to Write Standard English
by Juith P. Nembhard

Main ideas:
-Teachers must have confidence in their students
-Teachers must have high expectations for all of their students
-Teachers must help students make the distinction between their oral speech and Standard English
-Writing assignments must be graded thoroughly but fairly
-Teachers must hold conferences with students
-Students must do some of their writing in class, where teachers can provide help
-Students must be provided with outside help, such as tutors
-Teachers must not be afraid to give failing grades when they are deserved
-Teach Black Dialect students Standard English
-Use Prewriting, writing, and reformulation for the basis of teaching Standard English
-Students need to keep their culture and acknowledge it
-Students should focus on clarity and voice when writing, as opposed to grammar
-Students need to have effective communication skills so that they are not limited by their home language
-Teachers need to keep students motivated

Supporting evidence:
-Teachers who show sympathy to black dialect students are hurting the students' capacity to learn and reach their full potential. If teachers do not grade fairly, and use language as an excuse for showing favoritism to Black Dialect speakers, the students will never actually learn how to write.
"The student, after being shown the almost illiterate nature of her essay, asked plaintively, 'Why didn't they tell me?'"
-Children without Standard English are handicapped
-"The Students' Right to Their Own Language", issued 1974, states that black students have the right to speak as they wish and to maintain their cultural linguistic heritage
-bidialectalism allows students to enhance their linguistic range by keeping their own language, and using Standard English as a second language
-"teaching black students to write involves more than getting them to use plurals and to avoid double negatives"

The author summarizes suggestions and ideal ways for teaching black dialect students to write in Standard English. The writer emphasizes that the responsibility of teaching black dialect students relies on the teachers, not the students. Nembhard insists that grammatical errors should come second to the clarity and basic rules of writing. She also states the importance of teaching and understanding Standard English, and a student is crippled if not thoroughly taught. Following this statement, however, she goes on to say that black dialect students should keep their own language and culture. These two statements contradict each other, and the author fails to set up ideas and explanations on how to accomadate both of these requirements. The writer is conveying the fact that AAVE shouldn't be used in composition studies.