Examining the Relationship Between Teacher Characteristics and Attitudes Toward African American Vernacular English (AAVE)

Abstract:

African American Vernacular English (AAVE) is a distinct linguistic variety characterized by unique grammatical and phonological features. Despite its linguistic legitimacy, AAVE is often subject to negative perceptions, which can adversely impact the educational experiences of students who speak it. The purpose of this study was to examine primary school teachers’ attitudes toward AAVE and how these attitudes are influenced by demographic factors. A total of 48 teachers from Long Island, New York, and Houston, Texas, participated in a survey consisting of demographic items and the Language Attitude Scale (LAS), a validated instrument for assessing attitudes toward AAVE. Demographic variables included age, race, years of teaching experience, geographic region, and English as an Additional Language (EAL) status. Data were analyzed using descriptive statistics, correlation analyses, and independent samples t-tests. Results indicated that EAL teachers held significantly more positive attitudes toward AAVE than their non-EAL counterparts. However, no significant differences were found in attitudes based on age, race, region, or years of experience. These findings underscore the influence of linguistic background in shaping teacher perceptions and highlight the potential value of integrating EAL-informed perspectives into professional development initiatives. This study contributes to the growing body of research on teacher attitudes toward AAVE and offers actionable insights for educators, researchers, and policymakers dedicated to fostering culturally responsive pedagogy and promoting equity in educational settings.

ZOOM LINK: https://zoom.us/j/4023055471