Term

Spring 2017

Capstone

Thesis

Degree Name

MALED

Primary Advisor/Dissertation Chair

Jennifer Carlson

Secondary Advisor/Reader One

Shane O’Reilly

Peer-Reviewer/Reader Two

Caleb Chisholm

Abstract

Varying dialects are spoken depending on the speaker’s location and community. While each one of these dialects has very clear patterns and rules, only one dialect, Standard American English, is regarded as “correct grammar” according to academic and professional associations. For this reason, students learn the rules of Standard American English in school. However, this practice leaves students who speak other dialects at a significant disadvantage. This capstone addresses this dichotomy by providing curriculum that includes grammar instruction using a contrastive approach. Students are simultaneously taught grammatical rules in both Standard American English and African American Vernacular English in order to highlight differences in language formality through a culturally sustaining lens.

Research Methodology

Case Study

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