Secondary Research

Researchers Amanda Godley and Angela Minnici tested a weeklong language variety unit, based on principles of linguistic grammar, in three tenth grade English classes in an urban high school, consisting of mostly African American students. Classroom discussions revealed students’ complex understanding of language variety and power, supporting the belief that language and literacy instruction should begin with students’ expertise. The language variety unit seemed to affect students’ understanding of “proper” English. (This was tested with attitude inventories administered before and after the language variety unit.) At the same time, the unit highlighted conflicting views held by students that “proper” English is the dialect necessary for success and that their “slang” is just as good as other dialects.