Anotated Biblography

Hollie, Sharroky. “Acknowledging the Language of African American Students: Instructional Strategies.” The English Journal 90.4 (2000): 54-59. 27 Mar 2009.

This journal discusses the results of the Linguistic Affirmation Program. This program is set up to acclimate a wide variety of non Standard English speakers to the dialect and build a sense of comfort for when they are required to use it in their lives. The article discusses how the language is viewed by these pupils as they are being put through the different steps which they are being submitted to.


Jonsberg, Sara D. " Whats a white teacher to do about black English." English Journal Vol 90. No 4. (2001): 51-52. 27 Mar 2009.

This journal discusses the stigma that accompanies the use of AAVE in a classroom setting. This piece was slightly different than others that we have been exposed to because in this setting the teacher was presented with a number of students who had a firm grasp of both Standard English and AAVE. The students understand that their relaxed, natural way of speaking brings about specific consequences and stereotypes so they avoid using it altogether in the classroom setting. The teacher discusses ways of trying to integrate their dialect into the curriculum in a way that the students feel portrays it in a positive light.


Rickford , John R.. "African American English and Other." Journal of English Linguistics Vol 32. No 3. (2004): 230-320. 28 Mar 2009.

This journal discusses the interest that is shown by many teachers in the field on the subject of teaching AAVE in the classroom setting. A substantial number of references have been gathered to discuss this topic in an in depth manner. Although this piece does not give specific examples of work in the classroom it does discuss how AAVE as well as other dialects have been treated in the past and should be treated in the future.


Whitney, Jessica. "Five Easy Pieces: Steps toward Integrating AAVE into the
Classroom." English Journal 94 (2005): 64-69. 27 Mar. 2009.

This journal primarily discuses the difficulties that Jessica Whitney encountered while teaching her class. Because Whitney was a white, non native AAVE speaker she was having tremendous difficulty trying to teach the class in a way that the students could relate to. After attempting many different techniques and schemes she finally came up with a teaching plan that she found to be effective. This journal focuses on the different steps she has documented for teaching AAVE in the classroom.