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A Sociolinguistic and Psycholinguistic Investigation Into Perceptions of African American English and Academic English

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A Sociolinguistic and Psycholinguistic Investigation Into Perceptions of African American English and Academic English MEASURING ATTITUDINAL CHANGE: A SOCIOLINGUISTIC AND PSYCHOLINGUISTIC INVESTIGATION INTO PERCEPTIONS OF AFRICAN AMERICAN ENGLISH AND ACADEMIC ENGLISH By CAROLINE KENNELLY LATTERMAN A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2013 1 © 2013 Caroline Kennelly Latterman 2 To Jeremy, with love, and to all of my students in Louisiana who sparked my interest in affecting education through linguistics 3 ACKNOWLEDGMENTS I have many people to thank for helping me along this journey. I would like to thank my committee: Dr. Diana Boxer, Dr. Wind Cowles, Dr. Helene Blondeau, and Dr. Dorene Ross for guiding me through the dissertation process. Diana and Wind especially gave of their time, helping me set up the experiment, reading and commenting on drafts of chapters, and offering advice all along the way. The departmental chair at the college where I collected data was a great help in offering me the ideal location to execute my experiment, and I cannot thank enough the two professors who gave me not only class time but also encouragement and professional connections. I would also like to thank all of the participants who made this experiment possible, as well as the two speakers who provided the speech samples. This study would not have taken place had I not taught my wonderful students in Baton Rouge, Louisiana, and I would like to thank them for believing in me as a teacher and for sparking my interest in this topic. Along the way I developed carpal tunnel syndrome and tendonitis in my wrists, and without the hand-therapy care of Anne-Marie Muto and John Wyler I would not have been able to continue to type this work. I would also not have been able to complete this work without the financial support from my mom, Jan Truslow, who so lovingly and generously allowed me to have babysitters come while I wrote after the birth of my son, Parker Latterman. My mom supported and encouraged me all along the way, and I could always count on her to listen to new ideas and share in my excitement with the work. I am also very grateful to my friend Jennifer Faerber who helped me with the psycholinguistic statistics. She was great to work with and she made the process fun. Finally, I would like to thank my loving husband, Jeremy Latterman, most of all. Even before we were married he supported my academic 4 pursuits and believed in me and in my work. During the final writing stages he took our baby to his parents’ house so that I could write in a quiet apartment, and he did all that he could, all along the way, to help me reach my goals. I cannot thank him enough. 5 TABLE OF CONTENTS ACKNOWLEDGMENTS .................................................................................................. 4 LIST OF TABLES .......................................................................................................... 11 LIST OF FIGURES ........................................................................................................ 13 LIST OF ABBREVIATIONS ........................................................................................... 14 ABSTRACT ................................................................................................................... 15 CHAPTER 1 INTRODUCTION .................................................................................................... 17 Background: “Ain’t Ain’t a Word” ............................................................................. 17 Purpose .................................................................................................................. 18 The Study ............................................................................................................... 20 Miscommunication Due to Differing Codes ............................................................. 23 Racial Overtones: I am White ................................................................................. 24 Overview of Chapters ............................................................................................. 25 2 LITERATURE REVIEW .......................................................................................... 27 Racial Achievement Levels ..................................................................................... 27 Teacher Attitudes and Student Achievement .......................................................... 28 Teaching Teachers About Language Diversity ................................................. 29 Educating Pre-Service Teachers ...................................................................... 30 Measuring Attitudes ................................................................................................ 32 Explicit Attitudes ............................................................................................... 32 Implicit Attitudes ............................................................................................... 33 Implicit Association Test ................................................................................... 33 Whether to Administer an IAT .......................................................................... 35 Motivational and Attitudinal Change ....................................................................... 36 Matched Guise ........................................................................................................ 38 Academic English ................................................................................................... 40 African American English ........................................................................................ 41 Problematizing the Nomenclature .................................................................... 41 African American English as a Rule-Governed Variety .................................... 42 Syntax .............................................................................................................. 43 Aspectual Be and Auxiliary Be ................................................................... 43 BIN (been).................................................................................................. 44 Double/multiple negation ........................................................................... 44 Existential It ................................................................................................ 45 Question formation ..................................................................................... 45 Phonology ........................................................................................................ 46 6 Education Language Laws ...................................................................................... 48 Ann Arbor ................................................................................................... 48 The Oakland Controversy .......................................................................... 50 Strategies for Aiding in the Acquisition of Academic English .................................. 52 Negotiating Language and Identity ................................................................... 54 Acting White ..................................................................................................... 55 Noticing Hypothesis .......................................................................................... 56 Explicitly Teaching Differences ......................................................................... 57 Contrastive Analysis ......................................................................................... 59 Valuing African American English ........................................................................... 62 Literacy and African American English ................................................................... 64 Dialect Readers ................................................................................................ 65 Dialect Differences Versus Reading Comprehension Errors ............................ 66 The Necessity of Acquiring Academic English ........................................................ 68 The Need for This Study ......................................................................................... 70 3 SOCIOLINGUISTIC METHODOLOGY ................................................................... 76 Selecting the Participant Population ....................................................................... 76 Securing a Research Site ....................................................................................... 76 Class Schedules and Data Collection ..................................................................... 77 The Professors’ Experience with African American English.................................... 78 Participants ............................................................................................................. 78 Researcher Introduction.......................................................................................... 80 Assignment of Identification “ART” Numbers .......................................................... 82 Pre-Assessment ..................................................................................................... 83 Demographics Questionnaire ................................................................................. 84 Attitude Questionnaire ............................................................................................ 85
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