Abstract

This qualitative research study examines how foreign language (FL) instructors perceive Black students' use of African American Vernacular English (AAVE) in the classroom. Historically, negative connotations of AAVE have colored the perspectives of the general public and educators alike. This collective case study of FL instructors gathered in-depth data through semi-structured interview questions. These research findings have the potential to impact world language curriculums in America positively, particularly those tailored to students with home language backgrounds different from Standard American English (SAE). Despite increasing overall college enrollment and bachelor’s degree attainment, Black students continue to have some of the lowest participation in world language study (WLS) programs (Anya, 2020). Consequently, this study conducted interviews with nine FL instructors across Maryland particularly those teaching primarily Black and African American students. The aim was to explore the reasons behind the limited participation of Black students in WLS at the post-secondary level. Furthermore, the study sought to examine whether these low participation rates share a relationship with the use of AAVE among Black students in academic settings. In understanding the current perception of Black speech in FL classrooms through educators, linguists and researchers can further pinpoint critical factors that hinder WLS advancement for Black students. Raciolinguistic ideologies and critical race theory (CRT) were the leading frameworks guiding the research. Analysis of the insights from these educators revealed that race, racism, and language continue to have a complex relationship in American classrooms, particularly concerning AAVE. Additionally, the findings from this study highlighted the lack of academic awareness FL educators have surrounding AAVE, despite decades of research confirming its rule governing existence and validation.

Library of Congress Subject Headings

African American college students; Language teachers—Attitudes; Racism in language; Sociolinguistics—United States

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Ebony C. Cain

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