African-American students as standard English language learners: An alternative approach.

摘要

Despite numerous efforts---educationally, politically, and socially---African American students continue to underachieve in the American school system, particularly in literacy. The American school system has failed this student population. Part of the failure has been the historic institutional discounting of the traditional mismatch between the culture and language of the school and the culture and language of the African American child. Recognizing this failure, 30 years of linguistic and educational research has provided curricula options to systemically approach African American students and their learning needs. The challenge is to use this research for systemic changes that address the cultural and linguistic discontinuity. Instruction needs to acknowledge, affirm, and accommodate the culture and language of African American students by addressing them as Standard English Language learners. The aim is to increase their proficiency in Standard American English and therefore their access to the core curriculum.;One purpose of the study is to explore the literacy/linguistic instructional approaches and the instructional strategies involved in the Linguistic Affirmation Program, a comprehensive literacy and language program. Another purpose of the study is to examine the implementation patterns of the teachers with the Linguistic Affirmation Program.;The research methods for this study are quantitative and qualitative in nature. The approach was based on principles of qualitative data collection and analysis as well as use of descriptive statistics.;The LAP teachers were implementing the program. The overall implementation for the teachers was judged to be moderate. Second Language Methodology was the most implemented instructional focus area. Linguistic Awareness and Classroom Learning Environment were the lowest implemented areas respectively. Four of the 15 teachers were implementing at a high level and 9 teachers were implementing at a moderate level. Teacher knowledge and awareness was the most important factor that contributed to the extent of implementation. Improved student achievement in writing occurred from the pretest to the posttest. All of the teachers made positive gain scores from the pretest to the posttest.;The type of professional development received by some of the teachers might have accounted for the differences in implementation. The extent of implementation for Second Language Methodology was a result of the teachers' increased familiarity with the approach. Linguistic Awareness was very difficult to implement. Teachers who are implementing highly can yield positive student outcomes.