Understanding African American Vernacular English and Reading Achievement
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Origins and Development of African American Vernacular English
African American Vernacular English (AAVE) has its roots in the Southern United States. It is a systematic, rule-governed dialect of English that varies in language form, content, and use. AAVE was established by enslaved Africans who communicated through pidginized forms of English due to their different native languages. The use of AAVE persisted after the abolition of slavery, as African Americans continued to face explicit discrimination that prohibited access to mainstream institutions, including schools.
Guide for Educators: Differentiating Between Phonological Dialectal Differences and Reading Difficulties in African American Vernacular English Speakers
African American Vernacular English (AAVE) and Mainstream American English (MAE) exhibit several notable differences in their phonology. Understanding these unique traits is crucial for providing appropriate support and ensuring fair assessment practices in educational settings. This guide aims to help educators understand those differences, distinguish between dialectal variation and actual reading difficulties, and implement instructional and assessment strategies.
5 things practitioners should know
AAVE is a dialect: African American Vernacular English (AAVE) is a distinct dialect which differs from mainstream English (the dialect used in schools and workplaces) in terms of grammar, vocabulary, and accent. Approximately 80% of African Americans have used AAVE at some point in their lifetime.
AAVE is a difference, not a deficit: AAVE is a legitimate form of English which should not be viewed as an inherent risk factor for low achievement in language or reading. Rather, spoken language variation should be seen as a strength, especially when speakers are able to code switch.
Code switching is an asset: “Code switching” describes a person’s ability to flexibly use two or more dialects or languages across different settings. AAVE users’ ability to code switch is associated with benefits in literacy skills including narrative writing and reading comprehension.
Traditional assessments may inflate risk: AAVE is often not considered when discussing best practices for literacy and language assessment. Most standardized tests are not designed to differentiate dialects from language impairments, and many tests of literacy involve spoken language, creating potential for inflation of risk for AAVE speakers.
New tests like the DELV are needed: Some assessments, such as the Diagnostic Evaluation of Language Variation (DELV), take AAVE into account. While the DELV is a reliable test and useful tool to identify language variations, more assessments are needed which take dialectal differences into consideration.
Suggested Citation
National Center on Improving Literacy (2024). Alternative Assessment of Language and Literacy in Culturally and Linguistically Diverse Populations. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from https://www.improvingliteracy.org.
References
Austin, C. R., Moore, K. A., Kocherhans, S., & Herman, K. (2024). Phonological Awareness, Phonemic Awareness, and Spelling: When Home and School Dialect Differ. Reading League, 5(1), 15-26.
Johnson, K. P., Graves Jr, S. L., Jones Jr, M. A., Phillips, S., & Jacobs, M. (2022). Understanding African American vernacular English and reading achievement: Implications for the science of reading. School Psychology.
Thompson, C. A., Craig, H. K., & Washington, J. A. (2004). Variable Production of African American English Across Oracy and Literacy Contexts. Language, Speech, and Hearing Services in Schools, 35(3), 269-282. https://doi.org/10.1044/0161-1461(2004/025)
Abstract
African American Vernacular English (AAVE) is a distinct dialect with unique grammatical rules and vocabulary, differing from mainstream English. More inclusive assessment tools are needed to account for these differences.
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