Speaking My Language: Honoring African American English

Written by Head of AIM Institute Kristen Wynn

My upbringing and roots run deep through the South, winding like the mighty Mississippi, shaping who I am and how I speak. If you catch me in the midst of a conversation, you might hear a hint of a southern dialect mingling with the distinct rhythms and cadences of African American English (AAE)—my variation of General American English (GAE), rich with history and culture.

There was a time when I worked relentlessly to change the way I spoke, believing I had to suppress a vital part of who I am. Like many African American professionals, I felt the unspoken pressure to downplay a language that is cherished, honored, and celebrated in my community. But AAE is so much more than just words. It is a cultural inheritance, a marker of resilience, and a living testament to our shared history. Yet, in environments where GAE is the standard, I felt compelled to silence this integral part of my identity.

This experience mirrors the reality of many African Americans, especially students navigating academic spaces that often overlook the linguistic brilliance they bring. However, in classrooms where AAE is acknowledged and valued, culturally responsive instruction can be a powerful tool to enhance reading proficiency. By embracing students’ linguistic backgrounds while building GAE literacy, we create a bridge between home language and academic success.

Allowing students to process and discuss texts in AAE before engaging with GAE deepens their comprehension of complex ideas. Recognizing the structural connections between AAE and academic vocabulary provides meaningful context for decoding and analyzing texts. Equally important, providing literature that reflects AAE speakers' experiences fosters motivation and a deeper connection to reading.

For example, books like Crown: An Ode to the Fresh Cut and The Crossover (my boys’ favorite books) incorporate language and rhythms familiar to AAE speakers, making literacy more accessible and engaging. By integrating culturally responsive practices, educators not only affirm students' linguistic identities but also strengthen their academic literacy. Embracing AAE in the classroom empowers students to bring their authentic voices into their learning experience—unlocking their brilliance and transforming their learning experience.

This shift requires both a change in mindset and a deeper understanding of AAE. However, as educators, we have a responsibility to expand our knowledge, refine our practices, and challenge our students to reach their full potential.

Shifting Mindsets for a More Inclusive Classroom

AAE is a systematic, rule-governed linguistic variety that has been extensively researched in sociolinguistics (Rickford, 1999). Far from being a series of errors or deviations from GAE, AAE follows its own grammatical structure, phonological patterns, and morphosyntactic rules (Green, 2002).

Despite this, many African American students encounter the perspective that the language they speak in their homes and communities is “not acceptable for school” (Charity Hudley, Mallinson, & Bucholtz, 2020). When educators regard AAE as a deficiency rather than a legitimate linguistic difference, it can have serious implications. Research shows that children who speak AAE frequently experience lower expectations from their teachers, ultimately affecting both academic achievement and self-esteem (Terry et. al 2010).

Like speakers of other dialects, students who use AAE must learn to speak, write, and read in GAE to thrive in academic environments. However, they often lack appropriate support due to limited awareness of AAE among teachers (Washington & Seidenberg, 2021).

Furthermore, research emphasizes that when educators are equipped with strategies to navigate and teach the distinctions between AAE and GAE, students benefit from clearer guidance on how to apply these differences within reading and writing tasks. This instructional approach not only respects linguistic heritage but also bolsters reading fluency and comprehension.

In parallel, language awareness programs for both pre-service and in-service teachers play a pivotal role in creating literacy-rich environments. By recognizing and affirming students’ home language varieties, educators can design more culturally and linguistically responsive lessons, ultimately helping students transition seamlessly between AAE and GAE in reading activities.

This body of research highlights the critical need to challenge misconceptions about AAE and empower educators with the knowledge and tools to support literacy development effectively. Educators have the power to reshape this narrative. By incorporating language-awareness training into professional development and implementing instructional strategies that embrace linguistic diversity, schools can create inclusive learning environments where every student feels valued and supported.

References

• Rickford, J. R. (1999). African American Vernacular English: Features, evolution, educational implications. Blackwell Publishers.
• Green, L. J. (2002). African American English: A linguistic introduction. Cambridge University Press.
• Terry, N. P., Connor, C. M., Thomas-Tate, S., & Love, M. (2010). Examining relationships among dialect variation, literacy skills, and school context in first grade. Journal of Speech, Language, and Hearing Research, 53(1), 126–145.
• Washington, J. A., & Seidenberg, M. S. (2021). Teaching Reading to African American Children: When Home and School Language Differ. American Educator, 45(2), 26–33, 40.
• Washington, J. A., Murray, B. K., & Doyne, E. (2024). Pitfalls and promises of dialect in the classroom: The case of/for African American English. In K. K. Grohmann (Ed.), Multifaceted multilingualism. John Benjamins Publishing Company.
• Charity Hudley, A. H., Mallinson, C., & Bucholtz, M. (2020). Toward racial justice in linguistics: Interdisciplinary insights into theorizing race in the discipline and diversifying the profession. Language, 96(4), e200–e235