Recommendations to Public Speaking Instructors for the Negotiation of Code-Switching Practices among Black English-Speaking African American Students

Abstract

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The influence of code-mixing and speaker information on perception and assessment of foreign language proficiency: An experimental study

“…The experimental study draws on two lines of research. First, studies on the assessment of ethnically accented or bilingually marked speech style show that teachers, above all if they have no or little knowledge of bilingualism and bilingual practices, negatively evaluate such markers in pupils' speech (Greene & Walker, 2004;Hughes, Shaunessy & Brice, 2006;Ramirez & Milk, 1986;Rubin, 1992). As discussed in Hughes et al (2006), code-switching can be considered as a marker of lack of proficiency (e.g., lexical gaps in one language filled by words from the other) or as a manifestation of high bilingual competence, since especially complex switching (Muysken, 2006) requires the bilingual individual to master not only one but two grammars.…”

Brothers in Excellence: An Empowerment Model for the Career Development of African American Boys

“…In a neighborhood setting, for example, specific verbal and nonverbal behaviors (e.g., coded speech, casual attire) are appropriate and effective because of the social cultural context in which they are used. In an academic setting and later in life in a professional setting, however, certain behaviors may need to be contextually adapted (Greene & Walker, 2004). The analytical skills to know what behaviors to use and when to use them, and the interpersonal skills to do so effectively are essential success tools for African American boys.…”

A Case of Generativity in a Culturally and Linguistically Complex English Language Arts Classroom

“…These practices expand, rather than subtract from, students' cultural and linguistic identities (Greene and Walker 2004;Lotherington 2007;Moore-Hart 2004). For example, Dagenais et al's study in Montreal and Vancouver examined how collaborative language awareness activities encouraged students to draw on collective language resources to approach languages unknown by the majority.…”

“…(See Ball, Skerrett, and Martínez, forthcoming for a comprehensive review of the current literature). Research points to the benefits for students and teachers of using their home languages in instructional talk (e.g., Greene and Walker 2004;Lee 2006) and using literature and popular culture materials that are written in home or hybrid languages in the curriculum (e.g. Herrero 2006;Lee 2006).…”

“…Teachers are encouraged to gain an understanding of the language patterns of their students and to work intensively with them to communicate about, and assist them with, meeting each other's writing expectations (Ball 1999, in Cooks andBall2009). Furthermore, teachers are asked to communicate expectations for language use in the classroom including explaining which varieties of English are appropriate for different classroom occasions or activities (Greene and Walker 2004;Hill 2009). Cooks and Ball note the limitations of using standardized assessments with AAVEspeaking youth and urge teachers to explore the potential of alternative and more multifaceted assessments.…”