Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Urban Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Bohn, A. P.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Familiar Voices

Using Ebonics Communication Techniques in the Primary Classroom

Anita Perna Bohn

Illinois State University

This article presents classroom vignettes illustrating an African American first-grade teacher's use of selected Ebonics communication techniques that celebrate African American oral traditions while supporting the academic success of the children in her racially and ethnically mixed class. Five common Ebonics rhetorical devices are identified and explicated: (a) the use of repetitive, rhythmic phrasing for emphasis; (b) call and response exchanges; (c) testifying; (d) signifying; and (e) code switching. The experiences of three other teachers who attempt to employ these techniques in their classrooms are also reported. The vignettes and explications offer specific strategies for preparing teachers to deal effectively with linguistic diversity.

Key Words: early childhood • Black education • Ebonics • culturally responsive pedagogy • multicultural education

Urban Education, Vol. 38, No. 6, 688-707 (2003)
DOI: 10.1177/0042085903257315
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 EDUCATIONAL RESEARCHERHome page
K. M. Tyler, A. L. Uqdah, M. L. Dillihunt, R. Beatty-Hazelbaker, T. Conner, N. Gadson, A. Henchy, T. Hughes, S. Mulder, E. Owens, et al.
Cultural Discontinuity: Toward a Quantitative Investigation of a Major Hypothesis in Education
Educational Researcher, June 1, 2008; 37(5): 280 - 297.
[Abstract] [Full Text] [PDF]

Home page
 Applied LinguisticsHome page
M. Y. Szpara and E. C. Wylie
Writing Differences in Teacher Performance Assessments: An Investigation of African American Language and Edited American English
Applied Linguistics, June 1, 2008; 29(2): 244 - 266.
[Abstract] [Full Text] [PDF]