The enigma ‐ The persistent failure of black children in learning to read

Dummett, Leonie

doi:10.1080/19388078409557799

Cited by 2 publications

(1 citation statement)

References 6 publications

(6 reference statements)

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“…Some investigators have explained the diminished black presence and under‐performance in the academic study of languages using deficit theories such as Dummett's () argument that the African American Vernacular English (AAVE) most commonly spoken by black youth contributes to their inability to excel in language‐based academic subjects. Socio‐linguistic research has made it clear that such claims are unfounded, and native fluency in AAVE does not prevent blacks from doing well in any academic subject (Baugh & Hymes, ; Delpit & Dowdy, ; McWorter, ; Perry & Delpit, ).…”

Section: Introductionmentioning

confidence: 99%

Connecting With Communities of Learners and Speakers: Integrative Ideals, Experiences, and Motivations of Successful Black Second Language Learners

Anya¹

2011

Foreign Language Annals

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Utilizing data from the language learning autobiographies of six black college students, this pilot study investigates the experiences and motivations of blacks who do and do not achieve advanced‐level second language acquisition (SLA). It hypothesizes that successful black second language (L2) learners (1) have positive formative experiences of investment in a community of learners; (2) desire to connect with members of a community of L2 speakers who mirror their past, present, and future/ideal selves; and (3) are motivated to excel in SLA by their integrative need to connect with both communities of learners and speakers. Findings support the study's hypotheses; however, they also call for further investigation of the nature/variety of black student L2 classroom experiences, the role of ethno‐racial affinity in integrativeness, and perspectives of black heritage language learners.

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Section: Introductionmentioning

confidence: 99%

Connecting With Communities of Learners and Speakers: Integrative Ideals, Experiences, and Motivations of Successful Black Second Language Learners

Anya¹

2011

Foreign Language Annals

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Successful Teaching Strategies: Findings from a Case Study of Middle School African Americans Learning Arabic

Moore

English

1998

Foreign Language Annals

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A six month case study of ten African American Middle School students in an inner‐city school setting provided the data for the article. Successful strategies were based on theories of discovery learning and synergistic learning styles. The classroom allowed for free physical movement, bonding and multisensorial activities. Students were incorporated into planning lessons and activities, as well as in teaching. Students visited sites in the community where they used the language in real life situations. Contrary to previous research findings on L1 L2 transfer, the study showed that the students' L1, (African American English), facilitated the learning of Arabic.

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The enigma ‐ The persistent failure of black children in learning to read

Cited by 2 publications

References 6 publications

Connecting With Communities of Learners and Speakers: Integrative Ideals, Experiences, and Motivations of Successful Black Second Language Learners

Connecting With Communities of Learners and Speakers: Integrative Ideals, Experiences, and Motivations of Successful Black Second Language Learners

Successful Teaching Strategies: Findings from a Case Study of Middle School African Americans Learning Arabic

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