Teaching codeswitching from African American Vernacular English (AAVE) to Standard English (SE) is a large topic in the linguistic and academic world. I have researched the benefits, usages, and learning’s of codeswitching from African American Vernacular English to Standard English in a classroom. Codeswitching is the use of more than one language or dialect in a single stretch of discourse, it may occur in two separate clauses, or when speakers switch dialects in the same clause. I have delved through many different journals, books, and articles to shuffle through the opinions of different researchers. These pieces of scholarly writing discuss the main themes of using codeswitching as an instrument of pedagogy, the criticisms of the AAVE
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Many of the theories I have researched coincide in agreeing with the majority of each other’s works. There is a small gap in case studies of codeswitching in a classroom over a long amount of time because codeswitching to African American Vernacular English and Standard English has not yet become a universal method that all schools are consistently teaching from. A main theme in the research through these scholarly sources is that Codeswitching from African American Vernacular English to Standard English is a pedagogical instrument that is recognized as a tremendous learning tool in the classroom. In a study done in a classroom of teachers using codeswitching, the most convenient tools the teacher utilized was resorting back to what one may call language one (L1) or in this case, AAVE. African American Vernacular English is utilized by language teachers not only to enhance student’s Standard English comprehension, but also to see whether they have understood an academic lesson (Samar & Moradkhani, 2014). AAVE is utilized by language …show more content…
Brock, McMillion, G.M.T, Pennington, Townsend, & Lamp (2009) deciphered more into the idea that these varieties of languages are constructed socially, culturally, and historically. The notions of worth and value of a dialect are social constructions, and are choices that a group can make about the version of their language. Yao (2011) agrees with this idea by studying the idea of the attitudes that teachers and students have toward AAVE and codeswitching. The connotation behind codeswitching is that teachers believe that these switches indicate failure to learn the target language or an unwillingness to do so. The feelings that languages should be kept totally separate are represented heavily in many of the teachers researched from the study by Yao (2011). It is viewed as a counter-productive behavior by some of society that is being researched further. Adding to the connotation that African American Vernacular English codeswitching is counter-productive, Souto‐Manning (2009) researched a classroom of a child whom was viewed as troublesome because of his native AAVE speech. The teacher thought that his AAVE should be corrected and she expected him to abide by SE at all times. While there are many teachers, researchers, and other members of the linguistic community who criticize using codeswitching from AAVE to SE in the classroom, there are many more who advocate, careful and limited use of a student’s native dialect. There is a need for the
Many of the theories I have researched coincide in agreeing with the majority of each other’s works. There is a small gap in case studies of codeswitching in a classroom over a long amount of time because codeswitching to African American Vernacular English and Standard English has not yet become a universal method that all schools are consistently teaching from. A main theme in the research through these scholarly sources is that Codeswitching from African American Vernacular English to Standard English is a pedagogical instrument that is recognized as a tremendous learning tool in the classroom. In a study done in a classroom of teachers using codeswitching, the most convenient tools the teacher utilized was resorting back to what one may call language one (L1) or in this case, AAVE. African American Vernacular English is utilized by language teachers not only to enhance student’s Standard English comprehension, but also to see whether they have understood an academic lesson (Samar & Moradkhani, 2014). AAVE is utilized by language …show more content…
Brock, McMillion, G.M.T, Pennington, Townsend, & Lamp (2009) deciphered more into the idea that these varieties of languages are constructed socially, culturally, and historically. The notions of worth and value of a dialect are social constructions, and are choices that a group can make about the version of their language. Yao (2011) agrees with this idea by studying the idea of the attitudes that teachers and students have toward AAVE and codeswitching. The connotation behind codeswitching is that teachers believe that these switches indicate failure to learn the target language or an unwillingness to do so. The feelings that languages should be kept totally separate are represented heavily in many of the teachers researched from the study by Yao (2011). It is viewed as a counter-productive behavior by some of society that is being researched further. Adding to the connotation that African American Vernacular English codeswitching is counter-productive, Souto‐Manning (2009) researched a classroom of a child whom was viewed as troublesome because of his native AAVE speech. The teacher thought that his AAVE should be corrected and she expected him to abide by SE at all times. While there are many teachers, researchers, and other members of the linguistic community who criticize using codeswitching from AAVE to SE in the classroom, there are many more who advocate, careful and limited use of a student’s native dialect. There is a need for the