"Funga Alafia": Toward Welcoming, Understanding, and Respecting African American Speakers' Bilingualism and Biliteracy

Autor/inn/en	Boutte, Gloria Swindler; Johnson, George L., Jr.
Titel	"Funga Alafia": Toward Welcoming, Understanding, and Respecting African American Speakers' Bilingualism and Biliteracy
Quelle	In: Equity & Excellence in Education, 46 (2013) 3, S.300-314 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2013.806850
Schlagwörter	African American Students; Black Dialects; Race; Critical Theory; Literacy; Bilingualism; Females; Language Usage; Language Attitudes; Standard Spoken Usage; Language Proficiency; Grandchildren; Grandparents; Code Switching (Language); Twins + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rasse; Abstammung; Kritische Theorie; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Weibliches Geschlecht; Sprachgebrauch; Sprachverhalten; Gesprochene Sprache; Umgangssprache; Language skill; Language skills; Sprachkompetenz; Enkel; Großeltern; Twin; Zwilling
Abstract	This article focuses on the development and experiences of two African American Language speakers who are on the precipice of biliteracy and bilingualism. Using a composite counterstory that integrates samples of the girls' language during daily routines as a critical race theoretical analytic tool, we examine their language virtuosity as well as their positive perceptions about AAL. Contrary to pervasive deficit perspectives and narratives about AAL, the counterstory reveals that the girls sometimes viewed Standard English (SE) as bothersome and tedious, and they actively resisted it. At other times, they embraced it when they determined using AAL instead of SE made sense. We capture aspects of their emergent biliteracy and bilingualism as they navigate between two literacies and languages. We demonstrate their transliterate and translingual confidence and proficiency. Implications for educators are included. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10