Using African American Vernacular English and Hip Hop Nation language to teach standard American English.
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
AuthorTicco, Julie E.
English language -- Study and teaching.
English language -- Dialects -- United States.
MetadataShow full item record
AbstractIn American schools, teachers frequently enforce Standard American English (SAE) without teaching students about the nonstandard dialects they may speak, such as African American Vernacular English (AAVE) or Hip Hop Nation Language (HHNL) (Alim, 2007; Wheeler, 2010). This only makes students more protective over their linguistic identity and less willing to learn SAE (Alim, 2007). Thus, defending and valuing all students’ dialects should be a priority for a teacher in order to preserve their students’ linguistic identities. The opportunity to provide students with a bidialectal environment is present, but when schools focus on SAE, very few curricula on non-standard dialects are created or used (Alim, 2007; Kelly, 2013; Messier, 2012; Godley & Escher, 2012). In addition, there is also a lack of resources that address students and English Language Learners (ELLs) in a bidialectal environment. Without these resources, even well-intentioned teachers cannot properly execute an ideal bidialectal classroom. This project was created to solve these issues by providing a resource for teachers of AAVE and HHNL speakers. This project’s curriculum will specifically help students in two ways: they will better understand AAVE and SAE features and when to use each dialect, and they will hold onto their linguistic and cultural identities. This curriculum will also be unique in that it will also address the needs of ELLs who may be in environments where, while they are learning the English language, they are also learning local dialects (e.g., AAVE). The fifty lesson plan curriculum addresses 10th grade English Language Arts, Music, and Social Studies standards.
The following license files are associated with this item:
Showing items related by title, author, creator and subject.
Using a modified cultural relevance rubric to assess and implement culturally relevant texts in content area classrooms for ELLs.Hanzlian, Courtney G. (12/11/2013)Texts provided and utilized in many schools and classrooms are not always the most appropriate, relevant, or engaging for English language learners (ELLs) because ELLs’ backgrounds and schemata usually differ from those of their non-ELL counterparts (Ebe, 2010, 2011, 2012; Freeman, Freeman, & Freeman, 2003; Freeman & Freeman, 2004). ELLs who read culturally relevant texts (CRTs) are more likely to show an increase in reading comprehension scores (Ebe, 2010, 2011, 2012) and CRTs can lead to an increase in reading engagement (Freeman, Freeman, & Freeman, 2003). CRTs can be used in all content areas to enrich the learning of students. However, it can be difficult and time consuming to find CRTs that correlate with the curriculum topics and some teachers may not know how to determine if a text is culturally relevant. Therefore, this curriculum project focuses on identifying and utilizing both expository and literature CRTs across the content areas. Using these types of text in inclusive classrooms with non-ELLs and ELLs can help enrich all students by providing multiple viewpoints of an event and encouraging the use of critical thinking skills and questioning (Gay, 2010). This project was designed as a tool for both mainstream and ESL teachers. Included in the project are a variety of CRTs and lessons for each of the content areas. These CRTs address ELLs’ language/ethnic heritage backgrounds including Spanish, Russian, Arabic, and Chinese. The project is limited to secondary teachers that have students from these selected backgrounds in their classes.
Improving English pronunciation among Arabic EFL school-age students using minimal pairs.Altamimi, Ali K. (2015)This study investigated whether the use of the minimal pairs’ strategy improves English pronunciation of unfamiliar consonant sounds for native Arab student in a 2nd intermediate grade in Saudi Arabia. The minimal pair defines as patterns of words which sound similar but are in fact different in only one sound (phoneme). Thirteen of participants in this study were male Arabian school students who had been studying English as a foreign language. The type of research used in this study was action research which was designed to enhance teaching in the classroom. The researcher had used four phases in conducting this study; plan, act, observe and reflect. The intervention (use of minimal pairs) was used in this study for approximately fifteen minutes each time, four times per week over a four-week period. Three instruments were used in this study: pretest, post test and oral assessment (based on observation). This research was designed using pretest and post test to determine if there was any improvement with the pronunciation of specific English consonant phonemes (/p/, /ʒ/, /v/, /tʃ/ and /ŋ/) by the study participants. Finally, the findings revealed that teaching strategy, minimal pairs, is effective in improving the pronunciation of the 2nd intermediate grade Arab speakers.
English teacher perception of the current English curriculum and instruction at a university in Saudia ArabiaAlmahmoud, Abdullah (2016-12)Task design allows teachers to organize and implement tasks according to the specific needs of the learners. The purpose of this research was to evaluate the teacher perception of curriculum and instruction in regards to English language development at a King Saud University, KSA. The study mainly used the quantitative questionnaire technique as a main data collection instrument. The participants are a total of 35 male and 25 female professors who are originally from Saudi Arabia, Egypt, Syria, India, United Kingdom and the United States aged from 25-55 years old. The results showed lack of development of English as a Foreign Language according to teachers’ perception in KSA. Teachers from Saudi Arabia and foreign countries advocate for evolution to the curriculum and its integral parts. Yet, the changes have not occurred in the system. This clearly shows that there is less involvement of the teachers in the development of the curriculum. The teachers have not also been able to provide inputs, help write and contribute their own material. This study showed valuable insights into the English Language Curriculum problems and various rectifications, which might help improve the quality of the curriculum and therefore, enhancement in increasing interest of students and developing their skills.