Overcoming Language Barriers
How Teachers Can Help Dialect Speakers Succeed
by
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AUTHOR’S PREFACE This book is the result of a research project in which I randomly selected English/language arts teachers across the United States to complete surveys regarding their perceptions of students’ use of Black English dialect. I chose this panel of teachers with the presumption that they would provide valuable feedback because of their direct association with Standard (or Academic) English instruction and the language arts classroom. Results from the study provided much insight. However, one of the most intriguing findings was the elevated level of candor regarding survey participants’ feelings of inadequacy with respect to Black English, its speakers, and African American culture. As Carol Myers-Scotton (2006) advises, one should not “assume all African Americans are speakers of this dialect just because they’re African American . . . it’s a socially based dialect, not an ethnically based dialect, and many African Americans are speakers of the standard dialect” (p. 28). However, when discussing the most appropriate means of assisting those who speak Black English, educators essentially focus on African American learners because the dialect is most commonly associated with this ethnic group. Therefore, the purpose of this book is twofold: (a) to serve as a springboard for those who possess an ardent desire to understand foundational concepts regarding Black English dialect and African American learners and (b) to provide readers with data regarding English/language arts’ teachers’ perceptions of Black English usage based upon the author’s research study. Although some attention is given to examples of linguistic features of Black English commonly used in mainstream classrooms, the book’s purpose is not to provide a compendium of all Black English features. Rather, the book presents a synthesis of literature and research enveloping major topics in Black English dialect as well as practical means of perpetuating success among linguistically different students and learners in general.
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About the Book
Black English dialect has long been rooted in the socio-historical experience of many African Americans. When discussing the most appropriate means of promoting the success of those who speak Black English, educators essentially focus on African American learners because the dialect is most commonly associated with this ethnic group. While some may emphasize the importance of recognizing and respecting dialect differences, others place emphasis on the stigma often associated with Black English usage in mainstream society. Regardless of how one characterizes Black English, it is a dialect on which many African American students rely during their daily interactions with mainstream speakers in society. Overcoming Language Barriers lays the foundation for readers who are genuinely concerned about understanding fundamental Black English concepts and promoting the success of those who speak the dialect. In this practical resource book, Dr. Jones “thinks outside the box” by including pertinent topics such as brain-based learning in addition to focusing on dialect differences. She shares insightful data from her English language arts research study as well as practical strategies to be utilized in mainstream classrooms. The study highlights examples of Black English features and feedback from English language arts teachers across the United States regarding their perceptions of Black English usage in their classrooms. This publication is ideal for both beginning and veteran educators and researchers seeking to effect meaningful change for linguistically different students.
About the Author
Amanda J. Jones, Ed.D., is an accomplished educator who has served in various capacities during her educational career. In addition to instructing preservice teachers, she has served as a classroom teacher, director of the Reading First initiative, PreK-12 literacy coordinator, supervisor, PreK-12 district testing coordinator, curriculum writer, editor, and grant writer in the Texas public school system. With numerous awards and distinctions to her credit, Dr. Jones graduated from Lamar University’s first traditional Doctor of Education program (Cohort I). She and her sister were recognized as the first sisters in Lamar’s history to receive their doctorates on the same day. She holds professional certification as a classroom teacher, school principal, and superintendent. Her primary research interests include culturally responsive pedagogy, language learning, and brain-based research.