TITLE
The Effectiveness of English as a Second Language Strategies in
increasing English proficiency of High School-Aged African American
Vernacular English Speakers.
PROBLEM/PURPOSE
English proficiency, as measured by any battery of norm-referenced
assessments, is critically linked to the academic achievement, high school
graduation rate, and educational and occupational advancement of most students
seeking upward social mobility in the United States. Schools and educators are
tasked with providing appropriate pathways for diverse students to become
proficient readers, writers and speakers of Standard American English. By this,
scholars and practitioners have developed a number of curricular policies and
instructional approaches that target the particular language learning needs of
students acquiring English as Second Language. Some of these policies have been
met with less public criticism and resistance than similar efforts to acknowledge
and support the language learning needs of speakers of African American
Vernacular English. Although linguistic science has determined African American
Vernacular English to be a distinct variety of English with lexical, morphological,
syntactical and grammatical features different from Standard American English, the
unique language learning needs of AAVE speakers in schools is a problem that
remains unaddressed. African American students have the highest drop out rate
among all students who enter American public high school schools. Although the
circumstances and reasons for dropping out of school vary from student to student,
school policies that restrict the use of teaching methodologies and instructional
resources known to boost English proficiency most likely contributes to this
problem. The unfortunate consequence is the perpetuation of a vast public school
system that is incapable of fostering learning environments that are supportive of
social justice, educational equity and academic achievement for all students. Since
English as a second language (ESL) strategies have been proven to increase the
English proficiency of speakers of other languages, the purpose of this study is to
examine the effectiveness of English as a Second Language Strategies in
increasing English proficiency of High-School Aged African American
Vernacular English Speakers. Parents, communities, school administrators and
educators who are interested in keeping more students in school and off the streets
and out of jail will benefit from the potential findings of this study. Perhaps if
evidence can be obtained to show a relationship between ESL strategies and a
significant increase in English proficiency among AAVE speakers, perhaps more
educators will be inclined to undergo ESL training in order to provide effective
instruction to students in a way that recognizes, values and preserves their home
languages and cultures while equipping them with the skill set required to
command the language of classroom learning in the United States—Standard
American English.
DELIMITATIONS
The primary focus of this inquiry examines the impact of using ESL strategies
with high school-aged speakers of African-American Vernacular English in the
United States. While it may not appear obvious to some readers, a person does not
have to be African American to speak African-American Vernacular English
speakers. In much the same way that not all Latinos speak Spanish, not all Black
people speak AAVE. Conversely, just as non-Hispanics can learn to speak Spanish,
non-Blacks can also learn to speak AAVE. Therefore, African American Vernacular
English speakers come from a variety of racial, ethnic or national backgrounds.
A discussion of race, racism and cultural identity is included to better
understand theories regarding the origin, development and spread of AAVE.
However, this study is not necessarily about race or racism in schools, but the
efforts that can be made to promote social justice and educational equality for all
students throughout the United States.
Socio-Economic Status (SES) is perhaps a more relevant characteristic among
speakers of African-American Vernacular English than race. At present, SES
determines where people live and the schools they attend more so than race. The
attainment or loss of economic resources can change a person’s residential location
and social status, but it cannot erase her linguistic heritage or cultural identity.
However, English-only language policies in all schools requiring teachers and
students to use SAE to carry out their academic duties, can pose a threat to linguistic
heritage and cultural identity of students who speak other languages and varieties
of English.
OPERATIONAL DEFINTIONS
AAVE
ESL
Race
Ethnicity
Vernacular
Language
Dialect
Culture
Cultural Identity
Curriculum
Instuction
Latino
African American
African-American
Black
White
Hispanic