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Critical Language Pedagogy in an Urban High School English Class

University of Pittsburgh

Angela Minnici

Center on Education Policy

The purpose of this study was to examine how classroom conversations about diverse dialects of English can provide a useful foundation for critical language and literacy instruction for students who speak African American Vernacular English (AAVE) and other stigmatized dialects. This article describes a weeklong unit on language variety that implemented what we call critical language pedagogy in three predominantly African American, 10th-grade English classes. Analyses of class discussions, interviews, and pre- and post-questionnaires demonstrate that the unit helped students critique dominant language ideologies, become more conscious of their own code-switching, and view dialect variation as natural and desirable.

Key Words: critical language pedagogy • African American Vernacular English • secondary education • urban education • English language arts

Urban Education, Vol. 43, No. 3, 319-346 (2008)
DOI: 10.1177/0042085907311801


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