Surveying the landscape of college teaching about African American Language

Thumbnail Image

Files

1-s2.0-S089858982300044X-main.pdf (986.57 KB)

Links to Files

https://www.sciencedirect.com/science/article/pii/S089858982300044X

Permanent Link

https://doi.org/10.1016/j.linged.2023.101189
 http://hdl.handle.net/11603/28354

Collections

UMBC Language, Literacy, and Culture Department
UMBC Center for Social Science Scholarship
UMBC Faculty Collection
UMBC Gender & Women's Studies
UMBC Office for the Vice President of Research & Creative Achievement (ORCA)

Author/Creator

Author/Creator ORCID

Date

2023-06-13

Type of Work

journal articles
Text

Department

Program

Citation of Original Publication

Sedlaceka, Quentin C., Anne H. Charity Hudley & Christine Mallinson. "Surveying the landscape of college teaching about African American Language." Linguistics and Education 77, no. 101189 (13 June 2023). https://doi.org/10.1016/j.linged.2023.101189.

Rights

This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)

Subjects

Abstract

College courses are an important forum for combating the stigmatization of African American Language (AAL). However, there is no comprehensive data regarding where, how, and by whom AAL content is taught. Understanding the landscape of college teaching about AAL could help identify challenges faced by instructors who teach this content, as well as policies or practices that could help support these instructors. We surveyed college instructors (N = 149) in multiple disciplines (primarily Linguistics, Education, English, and Communication Sciences) who teach courses with AAL content. We found patterns in the sources of support and levels of resistance instructors reported. Instructors also expressed varied levels of knowledge and confidence related to teaching about African American Language and Culture. Many of these patterns were correlated with instructors’ racialized identities and language backgrounds. We discuss implications for professional organizations, university department leaders, and instructors who teach AAL content.