In this article, I address the topic of AAL usage in the classroom, particularly the line of thinking that assumes “correcting” the language is what will “set students up for success” in the future. By providing some abbreviated information on how children acquire language, I explain how AAL “correction” is actually counterproductive for student “success”—in both language acquisition and learning. Additionally, I will offer practical suggestions for how AAL can be incorporated in curriculum and instruction.
"Why “Correcting” African American Language Speakers is Counterproductive,"
Language Arts Journal of Michigan:
2, Article 6.
Available at: https://doi.org/10.9707/2168-149X.2162
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