Abstract
College courses are an important forum for combating the stigmatization of African American Language (AAL). However, there is no comprehensive data regarding where, how, and by whom AAL content is taught. Understanding the landscape of college teaching about AAL could help identify challenges faced by instructors who teach this content, as well as policies or practices that could help support these instructors. We surveyed college instructors (N = 149) in multiple disciplines (primarily Linguistics, Education, English, and Communication Sciences) who teach courses with AAL content. We found patterns in the sources of support and levels of resistance instructors reported. Instructors also expressed varied levels of knowledge and confidence related to teaching about African American Language and Culture. Many of these patterns were correlated with instructors’ racialized identities and language backgrounds. We discuss implications for professional organizations, university department leaders, and instructors who teach AAL content.
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