African American Linguists (AAL)
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AAL Supports Black History Month from a Global Perspective
In the spirit of Black History Month, AAL looked for ways to globalize the discussion so that it goes beyond the borders of the United States and is inclusive of the African diaspora. In order to broaden the discussion of African-Americans, AAL joined with world language departments of the public school system to do presentations on Afro-Latino & Afro-Francophone cultures. The purpose of the presentation is two fold 1) to educate all students about the diversity Spanish and French Speaking Countries. 2) to create a link between the African-American community and the African diaspora. AAL hopes that this connection will encourage and influence more African-Americans to pursue the study of world languages so that they may become more marketable in a global society.
Krishauna Hines-Gaither gives an Afro-Latino/Afro-Francophone presentation for the Foreign Language Department of Carver High School, NC.
Causes of Low African-American Enrollment
Causes of low African-American Enrollment in Foreign Language Programs | Suggestions for the LEA, IHE, K-12 School, FL Program, Teacher Ed. Program Classroom Teacher, Home, Community | Source(s) |
|---|---|---|
What does the data reveal? Total FL degrees(2004-05): 22,820 White (non-Hispanic): 14,517 Black (non-Hispanic): 790 Hispanic: 3,313 Asian or PI: 1,074 Am. Indian/Alaskan Native: 111 Race/Ethnicity Unknown: 1,435 Non Resident Alien: 1,580 | Create and fund a marketing and recruitment initiative to attract & retain HQ teachers. | U.S. Department of Education, National Center for Education, (2004-05), Wilberschied, L. & Dassier, J.L.(1995), Lange, D. (1991) |
Systemic Concerns | ||
Structural/institutional inequalities | Examine the history of the program. What was its foundation, one of inclusion or exclusion? How can the institution make the program one of inclusion? | Crossroads Diversity Training |
Core values | Examine the core values of the program/institution. Create a strategic plan to meet those values. | ACTFL: AAS SIG (2006) |
Under qualified teachers: A recent NC study revealed that high poverty schools are disproportionately served by lateral entry teachers | Create incentive programs to attract highly qualified teachers. Offer funding for professional development. Pair LE teacher with a mentor teacher. | NCDPI Report: 2006 |
Collaboration | some text | some text |
Linguistic and cultural dissimilarities between home and school | Create collaborative relationships w/family through positive first contacts, conversations, newsletters, and relationship building. Remember that different does not mean bad or substandard. | Murrell Jr, P.C. (2002) Delpit, L. (1995) |
African-Americans often advised into less academic career routes (social sciences or social welfare) | Reconstruct advising as collaborative process between student-school-home (community meetings, conferencing, faith community) | Moore, Z. (2005) Moore, Z. & English, M. (1997, 1998) Garibaldi, (1992) |
First generation students often African-American and Hispanic. 43% do not complete degree. | Forge mentoring relationships, create clubs of solidarity, get students connected (Multicultural/departmental clubs), offer developmental resources (tutors, websites, community events, bridge programs) | NCES |
Instructional Concerns | ||
Focus on grammar | Adopt a functional approach to developing oral proficiency and cultural awareness. Who talks morestudent or teacher? | Coltrane, B. & Peterson, E (2003) Hines, K. & Redmond, M.L. (2002) |
Poor instructional practices | Focus on multiple intelligences and diverse instructional techniques. Differentiate instruction. Close textbooks & do practical activities (skits, role-play, dialogues, music, kinesthetics) | Shrum & Glisan (2005) Davis, J.J. & Markham, P. (1991) |
Disconnect from content | Diversify instructional materials. Evenly integrate multicultural lessons like the African diaspora. Use the community to close the gaps (speakers, parents, community & collaborations). | Hines, K & Jenkins, T. (2005 & 2006) Chiwawana, F. (2006) |
Non-academic language devalued as non-standard (i.e. African-American Vernacular, Chicano Spanish) | Accept rich cultural dialects. Do not esteem one over the other i.e. Spanish of Madrid vs. Caribbean Spanish; Canadian French vs. Parisian French | Foster, M. (2002) Wilberschied, L. & Dassier, J.L. (1995) Valdés, G. (1991) |
Program Concerns | some text | some text |
Unaware of career options | Make it practical. Inform students about the benefits of foreign language study. | Moore, Z (2005) |
Financing study abroad | Start early with planning and inform students of scholarships and grants. Create service-learning projects. Promote programs like peace corps or teaching abroad. | Hines,K. & Jenkins, T. (2005 & 2006) |
Teacher Education | ||
Structural/institutional inequalities | Examine the core values of the program/institution. Create a strategic plan to meet those values. | Davis, J.J. & Markham, P. (1991) Crossroads Diversity Training |
Standardized testing for entrance exams and licensure exams | Use alternate entrance procedures like interviews, portfolios etc. | Wilberschied, L. & Dassier,J.L. (1995) |
Absence of articulation agreements | agreements
Full articulation between high school, community college, and university facilitates transitions. | Wilberschied, L. & Dassier, J.L. (1995) |
Go out and get em approach | Use programs like Teaching Fellows at the high school level to recruit students. Deliberately advertise & market to minority candidates. Collaborate with high schools & community colleges. | Moore, Z. (2005) |
Lack of incentives | Collaborate with area businesses to create incentive grants or partnerships to increase minority enrollment. | Lange, D. (1991) |
Lack of professional development within teacher education departments on minority recruitment & retention | Incorporate staff development activities on the inclusion (and retention) of persons of color in the department within regularly held departmental meetings | Lange, D. (1991) |
AAL is coming to a city near you!
AAL is in the process of regionalizing the organization. We are planning to have regional chapters throughout the country. If you are interested in organizing an AAL chapter in your area, please contact Krishauna Hines-Gaither.