Five Easy Pieces: Steps toward Integrating AAVE into the Classroom

Abstract

I am confused. Hesitant. Slightly obsessed. I am a white teacher trying to get a handle on the Black English or African American Vernacular English (AAVE) controversy. What exactly is AAVE? How can I create a classroom environment that genuinely respects the diverse home languages of my students? How can I walk the tightrope of language and power honestly-acknowledging my influential place in the classroom as facilitator of learning and as a physical representation of white America and Standard English? Will I be harming students if I encourage them to incorporate AAVE into their oral and written work? I am not the only one who is having a hard time determining AAVE's place in the classroom. Although the history-making Oakland, California, school district decision to recognize AAVE was made nearly eight years ago, educators and leaders are still trying to reconcile themselves to the topic. Everyone has an opinion on the AAVE (or Ebonics) debate that they are eager to share with the media. In fact, Bill Cosby's statement on the fiftieth anniversary of the Brown vs. Board of Education decision has been viewed as anti-AAVE sentiment. He stated, They're standing on the corner and they can't speak English. I can't even talk the way these people talk: 'Why you ain't?' 'Where you is?' ... Everybody knows it's important to speak English except these knuckleheads. ... You can't be a doctor with that kind of crap coming out of your mouth! (qtd. in Coates, par. 4). I am not going to argue with Mr. Cosby. However, his comments do not accurately reflect the AAVE controversy. Mr. Cosby's remarks, and the public reaction to them, demonstrate that we are as confused about AAVE today as we were eight years ago. Recognition of AAVE in the classroom is not about eradi-