African American Vernacular English: affirming spaces for linguistic identity within the composition classroom

dc.contributorDavies, Catherine Evans
dc.contributorDayton, Amy E.
dc.contributorRobinson, Michelle Bachelor
dc.contributorFulton, DoVeanna S.
dc.contributor.advisorNiiler, Lucas P.
dc.contributor.authorGolar, Regina Latonya
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T14:46:43Z
dc.date.available2017-03-01T14:46:43Z
dc.date.issued2011
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis dissertation, "African American Vernacular English: Affirming Spaces for Linguistic Identity within the Composition Classroom," presents the findings of an IRB-approved case study on African American female identity within the first-year composition classroom. The goals of my research are to interrogate the privilege awarded to Standard American English, advocate equality among all cultural dialects, and affirm pedagogical spaces for students' linguistic identities. My research addresses the links between African American females' language and identity. The first portion of the case study involves the students' academic identities. Based on the results of the study, I argue that in order to succeed within academia, African American female students must overcome a silencing of the African American voice as well as their personal insecurities involving language. The second portion of the study involves the students' societal identities. I argue that incorporating new waves of technology that reflect students' interests provides students an outlet to explore facets of their identity that fall outside the scope of academic discourse. Within my research, I demonstrate concrete ways to apply the Conference on College Composition and Communication's position statement Student's Right to Their Own Language. I examine the gaps that exist between certain professional organizations' policy statements and the actual pedagogical practices of the members of these professional organizations. In so doing, I seek to challenge other English professionals to uphold the position statements of our professional organizations. The foundational argument of this dissertation is that language and identity are tied inextricably together; therefore, any professional policies or pedagogical practices that seek to negate students' cultural languages should be reexamined.en_US
dc.format.extent174 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000702
dc.identifier.otherGolar_alatus_0004D_10746
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1207
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectRhetoric
dc.subjectAfrican American studies
dc.subjectPedagogy
dc.titleAfrican American Vernacular English: affirming spaces for linguistic identity within the composition classroomen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of English
etdms.degree.disciplineEnglish
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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