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date: 23 February 2020

Abstract and Keywords

The goal of this chapter is to demonstrate how Pre-K–12 teachers can apply the powerful body of African American Language (AAL) research into their teaching to the academic and social benefit of AAL-speaking students. Starting with the 1960s, this chapter provides a historical summary of past efforts to institute affirmative language policies and validating instructional practices based on AAL research. Then, an examination of the broader concept of culturally responsive pedagogy is outlined as a foundation for a framework that makes AAL research palatable and practical for practitioners. Next, a proposed professional development model is described for the purpose of replication as a national model. A prescribed methodology for instructing AAL speaking students is presented, including lessons plans with activities specific to the rule system of AAL. Last, a school wide model for affirmative language instruction is introduced based on the 10-year success of an actual laboratory school.

Keywords: African American Language (AAL), instructional practices, culturally responsive pedagogy, professional development, affirmative language instruction

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