Beyond AA[V]E

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This title is derived from the book titled Beyond Ebonics: Linguistic Pride and Racial Prejudice, a book I purchased years ago. Across special education programs, many students with language differences are assessed and provided morphosyntactic (i.e., grammar) goals that may be incompatible with the child and their communities’ language(s). How do speech language pathologists view the differences many Black American students speak? Why aren’t more speech language pathologists using examiner manuals to analyze various differences across languages and cultures? And most importantly, how can we all become more culturally and linguistically responsive to all groups of students?

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I looked through sources to find a definitive explanation of AA[V]E. Frankly, none were able to truly capture its essence and specificity (without being too long). However, I can provide a description. African American [Vernacular] English (AA[V]E) is a language variance that is highly influenced by West African languages with the confluence of Mainstream American English derived from the Trans-Atlantic Slave Trade and the ongoing racialized enslavement of Black people in the United States. AA[V]E has a defined set of speech and language features that its speakers adhere to. Such examples include marking plural noun form in a preceding adverb instead of affixing -s to the word (e.g., two cat vs cats). Another common feature is present progressive -ing­ to the verb form with an understood, yet state of being empty set (e.g., He hungry vs He is hungry). Many Black Americans speak AA[V]E and may often code switch between two or more languages. Within these other languages, speakers are able to use the expected sound and language rules. This is where the disconnect can be found when non-AA[V]E speakers and unfamiliar listeners are unable to discern between a language disorder and a language difference.

 -Aside: To this day, Syntax is the hardest course I have ever taken. I would love to see a class dissect AAVE sentences-

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The January/February 2020 issue of ASHA Leader featured two informative articles on understanding the implications of evaluating, assessing and engaging with AA[V]E. Dr. Hamilton (2020) reframes how speech language pathologists can document the speech and language patterns students who speak AA[V]E. By “using a positive, non-comparative description” when documenting a student’s communication skills, an evaluator can influence educational impact. In a previous post, I briefly discussed how many Black American students were made eligible for speech language services based on their use of AA[V]E. Pre-service and in-service training is vital to reduce the disproportional impact of placing Black students in special education by maligning their cultural and linguistic differences. Documenting how a child communicates with their community and providing dynamic assessment opportunities provide context for a student’s communicative effectiveness (Hamilton, 2020).

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So, as we continue to identify and remedy inequities, in education specifically, learning more about AA[V]E and its cultural impact across Black communities shifts our ideas of language and communication. Dr. Latimer-Hearn eloquently asks, “Who are we asking our students to be when we displace their linguistic identity to every other setting aside from school?” Speech language pathologists and other educators can reflect on the importance of using cultural responsiveness to encourage and celebrate differences. Supporting cultural and linguistic inclusion across classrooms foster authentically rich experiences that reflect diverse communities across this country.

Sources:

Baugh, B. (2000). Beyond Ebonics: Linguistic Pride and Racial Prejudice. Oxford University Press.

Hamilton, M.B. (2020). An Informed Lens on African American English. ASHA Leader. 25;1. 

Latimer-Hearn, D. (2020). Don’t Get it Twisted-Hear My Voice. ASHA Leader. 25;1

Sharice Lane