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.