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Jessica Whitney
“Five Easy Pieces: Steps Towards Integrating AAVE Into the Classroom”

In this article Whitney argues the use of home language in the classroom. She believes that teachers must be accepting to the use of home language in the classroom for students to become more affective rhetorians. She produced five steps that she thinks will help teachers incorporate AAVE in the classroom.
The first step is ‘Teacher, Educate Thyself’. She states ‘One of the biggest obstacles that teachers of linguistically diverse students face is ignorance.’ She believes that teachers are no well trained in AAVE to understand the features of the language. She also believes that this ignorance can be transferred to the students, allowing them to think that one language is superior to all others. To break these barriers she suggests that schools hire more racially diverse teachers. She thinks that teachers who are willing to work with a students home language are key for a students success.
The second step is “Incorporate Multiculturalism Into the Classroom”. Multicultural education is based on social justice and educational equality. Whitney goes on to explain that multicultural texts can help connect people of different backgrounds. She also thinks that teaching writing styles of various backgrounds allow students to better appreciate and understand what is around them.
The third step is “Create a Learning Environment Rich in Oral Language”. Whitney goes on to explain how students/children learn from speaking and listening. Recent studies show that students proficient in oral language are also more proficient in reading and writing. She believes that the use of small group discussions and brainstorming will help students develop.
The fourth step is “Encourage and Demonstrate Code-Switching in the Classroom”. Code switching is using different forms of language in appropriate situations. She thinks when teachers work with students with the difference between AAVE and Standard English they are less likely to use features of AAVE in their writing. Understanding code-switching will allows teachers to better understand students. To do this successfully in the classroom teachers must incorporate activities that demonstrate racial tolerance.
The final step is “Allow Students to Write Like Real Writers”. Real writers have a clear definition of self. She believes that students to write for different audiences and to understand the mission of the languages. When students are aware of their audience, they are able to reflect better on their words.