Part of
Multifaceted Multilingualism
Edited by Kleanthes K. Grohmann
[Studies in Bilingualism 66] 2024
► pp. 4767
References (67)
References
Adendorff, R. (1993). Codeswitching amongst Zulu-speaking teachers and their pupils: Its functions and implications for teacher education. Language and Education, 7(3), 141–162. DOI logoGoogle Scholar
Armstrong, N., & Boughton, Z. (2009). Perception and production in French dialect leveling. In K. Beeching, N. Armstrong, & F. Gadet (Eds.), Sociolinguistic variation in contemporary French (pp. 9–24). John Benjamins. DOI logoGoogle Scholar
Bailey, G., & Maynor, N. (1989). The divergence controversy. American Speech, 64(1), 12–39. DOI logoGoogle Scholar
Brophy, J. E., & Good, T. L. (1970). Teachers’ communication of differential expectations for children’s classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365–374. DOI logoGoogle Scholar
Brown, M. C., Sibley, D. E., Washington, J. A., Rogers, T. T., Edwards, J. R., MacDonald, M. C., & Seidenberg, M. S. (2015). Impact of dialect use on a basic component of learning to read. Frontiers in Psychology, 6, 196. DOI logoGoogle Scholar
Charity, A. H., Scarborough, H. S., & Griffin, D. M. (2004). Familiarity with school English in African American children and its relation to early reading achievement. Child Development, 75(5), 1340–1356. DOI logoGoogle Scholar
Coupland, J., Coupland, N., & Giles, H. (1991). Accommodation theory: Communication, context and consequences. In H. Giles, J. Coupland, & N. Coupland (Eds.), Contexts of accommodation: Developments in applied sociolinguistics (pp. 1–68). Cambridge University Press.Google Scholar
Craig, H. K., & Washington, J. A. (2002). Oral language expectations for African American preschoolers and kindergartners. American Journal of Speech-Language Pathology, 11, 59–70. DOI logoGoogle Scholar
Craig, H. K., Connor, C. M., & Washington, J. A. (2003). Early positive predictors of later reading comprehension for African American students. Language, Speech, and Hearing Services in Schools, 34(1), 31–43. DOI logoGoogle Scholar
Craig, H. K., Zhang, L., Hensel, S. L., & Quinn, E. J. (2009). African American English-speaking students: An examination of the relationship between dialect shifting and reading outcomes. Journal of Speech, Language, and Hearing Research, 52(4), 839–855. DOI logoGoogle Scholar
Diehm, E. A., & Hendricks, A. E. (2021). Teachers’ content knowledge and pedagogical beliefs regarding the use of African American English. Language, Speech, and Hearing Services in Schools, 52(1), 100–117. DOI logoGoogle Scholar
Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational Psychology, 75(3), 327–346. DOI logoGoogle Scholar
Fasold, R. W., Labov, W., Vaughn-Cooke, F. B., Bailey, G., Wolfram, W., Spears, A. K., & Rickford, J. R. (1987). Are black and white vernaculars diverging? Papers from the NWAVE XIV panel discussion. American Speech, 62(1), 3–80. DOI logoGoogle Scholar
García, O., & Sylvan, C. E. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal, 95(3), 385–400. DOI logoGoogle Scholar
Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. M. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944–963. DOI logoGoogle Scholar
Gollan, T. H., & Ferreira, V. S. (2009). Should I stay or should I switch? A cost – benefit analysis of voluntary language switching in young and aging bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(3), 640–665.Google Scholar
Gupta, A. (2010). African-American English: Teacher beliefs, teacher needs and teacher preparation programs. Reading Matrix: An International Online Journal, 10(2), 152–164.Google Scholar
Hallett, J. (2015). Contexts for student AAE use in the classroom. Critical Inquiry in Language Studies, 12(1), 1–26. DOI logoGoogle Scholar
Hoge, R. D., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59(3), 297–313. DOI logoGoogle Scholar
Hughes, J. N., Gleason, K. A., & Zhang, D. (2005). Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43(4), 303–320. DOI logoGoogle Scholar
Ivy, L. J., & Masterson, J. J. (2011). A comparison of oral and written English styles in African American students at different stages of writing development. Language, Speech & Hearing Services in Schools, 42(1), 31–40. DOI logoGoogle Scholar
Kendall, T. (2011). Corpora from a sociolinguistic perspective. Revista Brasileira de Linguística Aplicada, 11(2), 361–389. DOI logoGoogle Scholar
Labov, W., & Harris, W. A. (1986). De facto segregation of black and white vernaculars. In D. Sankoff (Ed.), Diversity and diachrony (pp. 1–24). John Benjamins. DOI logoGoogle Scholar
Labov, W. (1994). Principles of linguistic change: Internal factors (Vol. I.). Blackwell.Google Scholar
(1998). Co-existent systems in African-American vernacular English. In S. Mufwene, J. Rickford, J. Baugh, & G. Bailey (Eds.), African-American English: Structure, history and use (pp. 110–153). Routledge.Google Scholar
Lazarides, R., & Watt, H. M. (2015). Girls’ and boys’ perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions. Contemporary Educational Psychology, 41, 51–61. DOI logoGoogle Scholar
Makalela, L. (2015). Translanguaging as a vehicle for epistemic access: Cases for reading comprehension and multilingual interactions. Per Linguam: A Journal of Language Learning = Per Linguam: Tydskrif vir Taalaanleer, 31(1), 15–29. DOI logoGoogle Scholar
McKown, C., & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46(3), 235–261. DOI logoGoogle Scholar
Meissel, K., Meyer, F., Yao, E. S., & Rubie-Davies, C. M. (2017). Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability. Teaching and Teacher Education, 65, 48–60. DOI logoGoogle Scholar
Mufwene, S. S. (2015). The emergence of African American English. In S. Lanehart (Ed.), The Oxford handbook of African American language (pp. 57–84). Oxford University Press.Google Scholar
National Center for Education Statistics (2020). National Assessment of Educational Progress: Reading report card for the nation and the states. U.S. Dept of Education.Google Scholar
Newkirk-Turner, B. L., Williams, M., Harris, T., & McDaniels, P. (2013). Pre-service teachers’ attitudes toward students’ use of African American English. Researcher: An Interdisciplinary Journal, 26(2), 41–57.Google Scholar
Nilsson, J. (2009). Dialect change? Nordic Journal of Linguistics, 32(2), 207–220. DOI logoGoogle Scholar
Oetting, J. B., & McDonald, J. L. (2002). Methods for characterizing participants’ nonmainstream dialect use in child language research. Journal of Speech, Language, and Hearing Research, 45(3), 505–518. DOI logoGoogle Scholar
Patton-Terry, N., & Connor, C. (2010). African American English and spelling: How do second graders spell dialect-sensitive features of words? Learning Disability Quarterly, 33(3), 199–210. DOI logoGoogle Scholar
Puranik, C., Branum-Martin, L., & Washington, J. A. (2020). The relation between dialect density and the codevelopment of writing and reading in African American children. Child Development, 91(4), e866–e882. DOI logoGoogle Scholar
Richardson, E. (1998). The anti-Ebonics movement: “Standard” English only. Journal of English Linguistics, 26(2), 156–169. DOI logoGoogle Scholar
Rosenthal, R., & Jacobson, L. (1968a). Pygmalion in the classroom. The Urban Review, 3(1), 16–20. DOI logoGoogle Scholar
(1968b). Teacher expectations for the disadvantaged. Scientific American, 218(4), 19–23. DOI logoGoogle Scholar
Rubie-Davies, C. M. (2010). Teacher expectations and perceptions of student attributes: Is there a relationship? British Journal of Educational Psychology, 80(1), 121–135. DOI logoGoogle Scholar
Smitherman, G. (2004). Language and African Americans: Movin on up a lil higher. Journal of English Linguistics, 32(3), 186–196. DOI logoGoogle Scholar
Sung, K. K., & Allen-Handy, A. (2019). Contradictory origins and racializing legacy of the 1968 Bilingual Education Act: Urban schooling, anti-blackness, and Oakland’s 1996 Black English Language Education Resolution. U. Md. LJ Race, Religion, Gender & Class, 19, 44–80.Google Scholar
Teemant, A. (2018). Sociocultural theory as everyday practice: The challenge of PK-12 teacher preparation for multilingual and multicultural learners. In J. P. Lantolf, M. E. Poehner, & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 529–550). Routledge. DOI logoGoogle Scholar
Terry, N. P. (2006). Relations between dialect variation, grammar, and early spelling skills. Reading and Writing, 19(9), 907–931. DOI logoGoogle Scholar
Thomas-Tate, S., Washington, J., & Edwards, J. (2004). Standardized assessment of phonological awareness skills in low-income African American first graders. American Journal of Speech-Language Pathology, 13(2), 182–190. DOI logoGoogle Scholar
Thomas, E. R., & Carter, P. M. (2006). Prosodic rhythm and African American English. English World-Wide, 27(3), 331–355. DOI logoGoogle Scholar
Thompson, C. A., Craig, H. K., & Washington, J. A. (2004). Variable production of African American English across oracy and literacy contexts. Language, Speech, and Hearing Services in Schools, 35(3), 269–282. DOI logoGoogle Scholar
Turner, H., Rubie-Davies, C. M., & Webber, M. (2015). Teacher expectations, ethnicity and the achievement gap. New Zealand Journal of Educational Studies, 50(1), 55–69. DOI logoGoogle Scholar
U.S. Department of Education (2015). Schools’ civil rights obligations to English learner students and limited English proficient parents. Retrieved on 7 November 2023 from [URL]
Van Herk, G. (2015). The English origins hypothesis. In S. Lanehart (Ed.), The Oxford handbook of African American language (pp. 57–84). Oxford University Press.Google Scholar
Van Sickle, M., Aina, O., & Blake, M. (2002). A case study of the sociopolitical dilemmas of Gullah-speaking students: Educational policies and practices. Language Culture and Curriculum, 15(1), 75–88. DOI logoGoogle Scholar
Vogel, S., & García, O. (2016). Translanguaging. In G. Noblit & L. Moll (Eds.), Oxford Research Encylopedia of Education. Oxford University Press.Google Scholar
W.M.L.S.S. Repository (1980). Martin Luther King Junior Elementary School Children v. Michigan Board of Education: Extension of EEOA protection to black English-speaking students. William & Mary Law Review, 22(1/6), 161–175.Google Scholar
Wang, S., Rubie-Davies, C. M., & Meissel, K. (2018). A systematic review of the teacher expectation literature over the past 30 years. Educational Research and Evaluation, 24(3–5), 124–179. DOI logoGoogle Scholar
Washington, J. A., & Craig, H. K. (1998). Socioeconomic status and gender influences on children’s dialectal variations. Journal of Speech, Language, and Hearing Research, 41(3), 618–626. DOI logoGoogle Scholar
Washington, J. A., & Seidenberg, M. S. (2021). Teaching reading to African-American children when home and school language differ. American Educator, Summer 2021, 26–40. Retrieved on 7 November 2023 from [URL]Google Scholar
Washington, J. A., Branum-Martin, L., Lee-James, R., & Sun, C. (2019). Reading and language performance of low-income, African American boys in grades 1–5. Reading & Writing Quarterly, 35(1), 42–64. DOI logoGoogle Scholar
Washington, J. A., Branum-Martin, L., Sun, C., & Lee-James, R. (2018). The impact of dialect density on the growth of language and reading in African American children. Language, Speech, and Hearing Services in Schools, 49(2), 232–247. DOI logoGoogle Scholar
Washington, J. A., Craig, H. K., & Kushmaul, A. J. (1998). Variable use of African American English across two language sampling contexts. Journal of Speech, Language, and Hearing Research, 41(5), 1115–1124. DOI logoGoogle Scholar
Weinstein, R. S., Marshall, H. H., Sharp, L., & Botkin, M. (1987). Pygmalion and the student: Age and classroom differences in children’s awareness of teacher expectations. Child Development, 58(4), 1079–1093. DOI logoGoogle Scholar
Weldon, T. L. (2019). Race, class, and linguistic camouflage: Remote past BEEN and the divergence debate revisited. In R. Blake & I. Buchstaller (Eds.), The Routledge companion to the work of John R. Rickford (pp. 115–132). Routledge. DOI logoGoogle Scholar
Williams, R. L. (1975). Ebonics: The true language of Black folks. Robert L. Williams and Associates.Google Scholar
Winford, D. (2015). The origins of African American Vernacular English. In S. Lanehart (Ed.), The Oxford handbook of African American language (pp. 85–104). Oxford University Press.Google Scholar
Wolfram, W., & Beckett, D. (2000). The role of the individual and group in earlier African American English. American Speech, 75(1), 3–33. DOI logoGoogle Scholar
Wolfram, W., & Thomas, E. (2008). The development of African American English. John Wiley & Sons.Google Scholar
Wolfram, W. (1999). From definition to policy: The ideological struggle of African-American English. In J. E. Alatis & A.-H. Tan (Eds.) Georgetown University round table on languages and linguistics (GURT) 1999: Language in our time (pp. 292–313). Georgetown University Press.Google Scholar
(2007). Sociolinguistic folklore in the study of African American English. Language and Linguistics Compass, 1(4), 292–313. DOI logoGoogle Scholar