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    An African Centered Approach to Analyzing the Impact of Language and Culture in the Classroom

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    Genre
    Thesis/Dissertation
    Date
    2010
    Author
    Hentges, Melissa Ann
    Advisor
    Wasik, Barbara A.
    Committee member
    Keith, Novella Zett
    Department
    Urban Education
    Subject
    Education, Elementary
    African-centered
    Culture
    Oral Language
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1424
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1406
    Abstract
    For many minority children, the classroom is a space in which language and culture often awkwardly and harmfully collides. Schools often maintain a culture that is misaligned with the culture of their students, which is seen as an incompatibility between home and school, and is often used by educators to justify this mismatch within the classroom. This incompatibility is clearly displayed by the misinterpreted interactions that often occur within the classroom between teachers and students, often surrounding the differing assumptions about appropriate ways of using language within the classroom (Villegas, 1988, p.4). The purpose of this paper is to explore the intersections of language and culture for African-American children within education. I begin by outlining what we currently know about language development and how it manifests itself in the classroom setting. Secondly I provide a short overview of the history of language in education and its relationship to cultural perceptions of standard versus non-standard English and identity formation. Lastly, I offer African-Centered and Culturally Relevant education as responses to the current challenges that surround language and culture within many traditional classrooms and as a means of reform.
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