Abstract
The phenomenon of “cultural denial” and “cultural limbo” among African American preservice teachers with a linguistic allegiance to African American English was investigated. The African American preservice teachers embodied a strong ethos of African American cultural love, which included African American English. Teacher education programs, however, view African American English as unacceptable. Analysis yielded a pattern in which the speaker of African American English felt pressured to repudiate or deny the supportive cultural structures because of the nonstandard English spoken in those domains. The preservice teacher who spoke Standard English felt unable to be identified as fully African American and thus experienced cultural limbo. Survival strategies amid these pressures were explored.
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