Abstract
This research examines students' use of African American English (AAE) in classrooms with varying levels of procedural and substantive engagement. In this study, classroom context is examined for type of engagement, turn length, and teacher response to student AAE use. Student AAE use is analyzed by ethnicity, gender, and teacher, and by features used. The data show a predominant use of AAE by African American and female students, and its prevalence in contexts of substantive engagement. Analysis of type of engagement in studies such as this serves to further understand students' linguistic choices in the classroom and calls for additional research with respect to subsequent discussion and student achievement.
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