ABSTRACT

This study examined an in-service teacher’s enactment of code-meshing and code-switching pedagogies in a clinical summer reading clinic, as a requirement for a reading specialist program. Thus, the enactment of code-meshing pedagogies was based upon embracing the students’ use of African American English (AAE) in academic writing contexts and during the reading of texts with AAE features. The study examined code-switching pedagogies and acceptance of a third grade student’s use of AAE in informal writing contexts and translating to Standard American English (SAE) for formal writing contexts. An examination of field-notes, formal teacher and student interviews, and formal and informal writing samples revealed the student’s understanding of distinctions between formal and informal English. Furthermore, critical language awareness emerged upon offering the student the option of writing a published book in SAE or AAE. Results suggest a need for teachers to respect language features on behalf of language minority students, to make distinctions and provide a balance between formal and informal writing and speaking conventions, while embracing the use of AAE in academic writing and reading contexts.

摘要

本研究检查了一名在职教师在临床暑期阅读诊所中对语码啮合和语码转换教学法的实施，作为阅读专家计划的要求。因此，代码啮合教学法的制定基于接受学生在学术写作环境中和阅读具有 AAE 特征的文本时对非裔美国人英语 (AAE) 的使用。该研究检查了语码转换教学法和三年级学生在非正式写作语境中使用 AAE 以及在正式写作语境中翻译成标准美式英语 (SAE) 的接受度。对田野笔记、正式教师和学生访谈以及正式和非正式写作样本的检查揭示了学生对正式英语和非正式英语之间区别的理解。此外，在为学生提供用 SAE 或 AAE 编写已出版书籍的选项时，出现了批判性语言意识。结果表明，教师需要代表语言少数群体学生尊重语言特征，在正式和非正式的写作和口语惯例之间做出区分并提供平衡，同时在学术写作和阅读环境中接受 AAE 的使用。