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African American English and other Vernaculars in Education

A Topic-Coded Bibliography

Stanford University

Julie Sweetland

Stanford University

Angela E. Rickford

San Jose State University

For more than 50 years, linguists have been interested in the educational challenges faced by speakers of African American Vernacular English, creoles, and other vernaculars, believing that the perspective of our discipline could be helpful to teachers and students alike. Psychologists, educators, and other scholars have also contributed insights from their disciplines. In this bibliography, we assemble nearly 700 references on this topic, assigning them codes depending on the topics to which they are relevant: assessment and achievement; bidialectalism and contrastive analysis; culture and curriculum; dialect readers; edited volumes; linguistic descriptions; pidgins and creoles; controversies about AAVE in the schools; narratives and other discourse-level features; speaking and listening; politics and policy; reading; strategies for instruction; teacher preparation; writing; linguistic interference; and normal and abnormal language acquisition and development. The bibliography is preceded by abbreviated (author/date) lists of citations indicating which references are relevant to each topic, along with a brief introduction.

Key Words: African American Vernacular English • vernacular languages • education • bibliography

Journal of English Linguistics, Vol. 32, No. 3, 230-320 (2004)
DOI: 10.1177/0075424204268226


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