Professional Documents
Culture Documents
The Fence:
An African American Vernacular English vs. Standard English Codeswitching Game
Committee Members Dr. Joseph Williams, Chair Dr. Heidi Skurat-Harris Dr. Michael Kleine
Introduction
Growing up, I thought the only language that was correct was Standard American English. I was led to believe through the educational system that anyone who spoke outside of the standard needed to be corrected and that they were not considered smart. I deemed it necessary to correct anyone who spoke outside of Standard English, including my own parents. I didnt understand that all forms of language could be appreciated until I got to graduate school.
Problem
Language is a part of ones identity and their connection to community. This seems to be especially important to African American students. African American students feel stripped of their identity when they are overly corrected in the classroom without acknowledgement that their language should be appreciated. It strips them of their confidence and self-esteem in the classroom as well as on standardized language arts tests. Since 1970, African American students have scored below 75% of American whites on most standardized tests. As Smitherman, Greene and Walker, and Harper et.al. have studied, African American parents who are actively involved in their childs education at home only allow their children to speak Standard English because of these notions as well. African American parents who dont allow their children to speak their language of origin are inadvertently advocating that African American Vernacular English
(AAVE) is not an acceptable language and are disconnecting them from their community. Parents are very influential in their childrens education and with this one-sided view of language; they could unknowingly be a part of their childrens failure with language. Parents often lack awareness that the childs original language needs to be embraced and appreciated while learning Standard English.
Purpose
One way that children can learn to appreciate and embrace their language is through codeswitching. Codeswitching is the practice of alternating between two or more languages or varieties of language in conversation. The purpose of my project is to create a game using the theories associated with African American Vernacular English and code-switching to improve African American elementary and middle school students skills with Standard English. There is an achievement gap between African American students and their counterparts. Research conducted by Geneva Smitherman, Lisa Delpit, William Labov, Daniel DoBell, and Rebecca Wheeler to name a few have consistently indicated that African American students continue to score low on standardized tests as a result of the struggle between AAVE and SE. Despite pedagogies which attempt to address this struggle, creating a game using AAVE and codeswitching theories and pedagogies can help students with grasping Standard English. The game is being created to make a statement to students that AAVE is okay and to address their educational challenges learning Standard English.
Literature Review
Background
AAVE has a bad reputation which stems back to slavery. Those who spoke this language were viewed as unintelligent and were deemed unable to succeed in life. (Labov, DoBell, Gates) Because of this view, even today African American children are not allowed to speak AAVE in the classroom or at home. Geneva Smitherman, in Talkin and Testifyin, states that AAVE does not indicate intelligence nor does it guarantee that one will not be successful. She does this by showing that those who are masters of SE are not always successful. Smitherman goes on to say that AAVE has its roots in African language and should be appreciated as such.
Classroom
Lisa Delpit, Rebecca Wheeler, Geneva Smitherman, Rachel Swords, Peter Elbow, Amanda Godley et al, Deric Greene and Felicia R. Walker, Dara Hill, and Frederick Harper et al are among many who offer insight on how to deal with AAVE in the classroom. Children should be able to express themselves in their natural language while learning SE. Speaking in AAVE does not indicate that they are cognitively deficient.
Simply correcting a student does not allow them to learn the language but it can cause them to shut down in the classroom if they are constantly corrected. In order to curve this, teachers can use books such as Flossie and the Fox to show that its okay to speak in AAVE and show them SE in the process.
e. continuing the social integration of language in an educational game via an app involving AAVE and SE. However, I will first develop a physical game that will simulate the video game. I will keep a game design journal that will assist me in developing and improving the codeswitching game. I will also conduct usability tests to obtain feedback on how to improve the game.
Thesis Chapters
Introduction African American Vernacular English vs. Standard American English Code-switching Pedagogies in the Classroom Language in Games Game Theory and Design The Fence Conclusion
Projected Timeline
December 9- Submit my exemption request to IRB December 13- Complete my proposal defense by this date February 1 Conduct the first usability test of the game by this date
February 15- Submit the first draft by this date March 1March15April 1April 15 May 1Conduct the second usability test of the game by this date Submit the second draft by this date Conduct the third usability test by this date Submit final draft by this date Defend by this date **The project may carry over into the summer months. The
Working Bibliography
African American Vernacular English vs. Standard American English
Delpit, Lisa. The Politics of Literate Discourse. (1993): 285-95.Rpt. in Norton Book in Compostion Studies. Ed. Susan Miller. New York: Norton, 2009. 1311-1320. Print. DoBell, Daniel. "Thirty Years of Influence: A Look Back at Geneva Smitherman's Talkin and Testifyin." The Journal of Negro Education 77.2 (2008): 157-167. Print. < http://0www.jstor.org.iii-server.ualr.edu/stable/25608678> Gates, Henry Louis. The Signifying Monkey: A Theory of African-American Literary Criticism. New York: Oxford UP, Incorporated, 1989. Print. Labov, William. Language in the Inner City: Studies in the Black English Vernacular. Philadelphia, PA: University of Pennsylvania, 1972. Print. Smitherman, Geneva. Language Diversity in the Classroom: From Intention to Practice. Carbondale, IL: Southern Illinois Univ., 2003. Print. Smitherman, Geneva. Talkin and Testifyin: The Language of Black America. Detroit: Wayne State UP, 1986. Print. Smitherman, Geneva. Word from the Mother: Language and African Americans. New York: Routledge, 2006. Print. Speicher, Barbara L. and Seane M. McMahon. "Some African-American Perspectives on Black English Vernacular." Language in Society 21.3 (1992): 383-407. Print. <http://0www.jstor.org.iii-server.ualr.edu/stable/4168367>.
Harper, Frederick, Kisha Braithwaite, and Ricardo D. LaGrange. "Ebonics and Academic Achievement: The Role of the Counselor." The Journal of Negro Education 67.1 (1998): 25-34. Print. < http://0-www.jstor.org.iii-server.ualr.edu/stable/2668237>. Hill, Dara K. "Code Switching Pedagogies and African American Student Voices: Acceptance and Resistance." Journal of Adolescent adn Adult Literacy 53.2 (2009): 120-131. Print. < http://0-www.jstor.org.iii-server.ualr.edu/stable/40344357>. Wheeler, Rebecca and Rachel Swords. "Codeswitching: Tools of Language and Culture Transform the Dialectally Diverse Classroom." Language Arts 81.6 (2001): 470-480. Print. <http://www.ncte.org/library/nctefiles/pd/consulting/wheelerlajuly2004.pdf>. Wheeler, Rebecca. "Teaching English in the World: Code-Switch to Teach Standard English." The English Journal 94.5 (2005): 108-112. Print. <http://0-www.jstor.org.iiiserver.ualr.edu/stable/30047364>. Whitney, Jessica. "Five Easy Pieces: Steps toward Integrating AAVE into the Classroom." The English Journal 94.5 (2005): 64-69. Print. <http://0-www.jstor.org.iiiserver.ualr.edu/stable/30047356>.