ABSTRACT

We explore the disconnect between education policy and culturally sustaining instruction, curriculum, discipline, and assessment for African American Language (AAL) Learners. Framing the omission of language policies as linguistic violence and anti-Black linguistic racism, we discuss antecedent and contemporary educational language policies and how they negatively position AAL speakers. We demonstrate that despite substantive research on AAL, P-12 schools and teacher education programs have systematically failed to integrate language policies specific to AAL learners. We emphasize that the maintenance of anti-blackness stances has legally denied appropriate culturally sustaining language instruction for AAL speakers. We contrast current anti-Black policies and practices with a transformational, pro-Black vision and its components. Here we discuss classroom instruction, curriculum, discipline, assessment, and resources. We conclude with recommendations including the need for ongoing professional development and federal funding for culturally sustaining programs for AAL learners.

摘要

我们探讨了非裔美国语言 (AAL) 学习者的教育政策与文化持续性教学、课程、纪律和评估之间的脱节。将语言政策的遗漏视为语言暴力和反黑人语言种族主义，我们讨论了先前和当代的教育语言政策，以及它们如何对 AAL 发言者产生负面影响。我们证明，尽管对 AAL 进行了大量研究，但 P-12 学校和教师教育计划未能系统地整合针对 AAL 学习者的语言政策。我们强调，维护反黑人立场在法律上拒绝为 AAL 使用者提供适当的文化支持语言教学。我们将当前的反黑人政策和做法与变革性的亲黑人愿景及其组成部分进行对比。在这里，我们讨论课堂教学、课程、纪律、评估和资源。我们最后提出了一些建议，包括需要持续的专业发展和联邦资金为 AAL 学习者的文化维持计划提供资金。