{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/12903"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/12903","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"It's how they be talking : a qualitative case study about the pedagogical strategies used in the classrooms of African American Vernacular English-speaking students.","abstract":"Many educators do not clearly understand African American Vernacular English (AAVE). Because of this, they often lack knowledge on how to connect linguistically with students who speak AAVE to promote a sense of belonging and academic growth (Harris & Schroeder, 2013; Mallinson & Hudley, 2011). This study explored four elementary teacher participants' pedagogical strategies to foster interconnectedness and promote academic success with their AAVE-speaking students. To do so, I utilized four components of sociocultural theory, including thought and language; historical, cultural, and social mediation; social interaction; and scaffold support at the zone of proximal development. This study used a qualitative single-site case study research design, allowing me to look holistically at each participant as their own story connected to each other through overarching opinions, emotions, and experiences. I determined how educators use this theory to shape their pedagogy and strategies to foster interconnectedness and promote academic success with AAVE-speaking students. Based on specific criteria, I chose four elementary teacher participants who taught at one suburban North Central Texas elementary school. I used data from semi-structured interviews, classroom observations, and a focus group discussion. The findings of this study revealed that educators can connect with their linguistically diverse students and help foster their academic success based on the pedagogical strategies chosen. Findings described participants' pedagogical practices, such as morning share-outs, classroom focus questions, and routine group discussions, as a means of thought and language in the classroom. Strategies such as literary choices and discussion around cultural and social events mediated social, cultural, and historical artifacts. Other findings, such as peer groups and study halls, created demonstrations of scaffolded support and classroom social interaction opportunities. Findings from this research open the doors to answering difficult questions and starting tough conversations around race, culture, self-awareness, and belonging.","abstract_html":"Many educators do not clearly understand African American Vernacular English (AAVE). Because of this, they often lack knowledge on how to connect linguistically with students who speak AAVE to promote a sense of belonging and academic growth (Harris & Schroeder, 2013; Mallinson & Hudley, 2011). This study explored four elementary teacher participants' pedagogical strategies to foster interconnectedness and promote academic success with their AAVE-speaking students. To do so, I utilized four components of sociocultural theory, including thought and language; historical, cultural, and social mediation; social interaction; and scaffold support at the zone of proximal development. This study used a qualitative single-site case study research design, allowing me to look holistically at each participant as their own story connected to each other through overarching opinions, emotions, and experiences. I determined how educators use this theory to shape their pedagogy and strategies to foster interconnectedness and promote academic success with AAVE-speaking students. Based on specific criteria, I chose four elementary teacher participants who taught at one suburban North Central Texas elementary school. I used data from semi-structured interviews, classroom observations, and a focus group discussion. The findings of this study revealed that educators can connect with their linguistically diverse students and help foster their academic success based on the pedagogical strategies chosen. Findings described participants' pedagogical practices, such as morning share-outs, classroom focus questions, and routine group discussions, as a means of thought and language in the classroom. Strategies such as literary choices and discussion around cultural and social events mediated social, cultural, and historical artifacts. Other findings, such as peer groups and study halls, created demonstrations of scaffolded support and classroom social interaction opportunities. Findings from this research open the doors to answering difficult questions and starting tough conversations around race, culture, self-awareness, and belonging.","abstract_has_math":false,"creators":["Kiner, Tongula D., 1968-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Howell, Leanne."],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12","date_published":"2023-12","updated_at":"2026-07-24T01:07:58Z","subjects":["African American Vernacular English (AAVE)","Ebonics.","Educators.","Linguistically diverse students.","Pedagogical strategies."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2104/12903","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Howell, Leanne."]},{"key":"dc:creator","label":"Author","values":["Kiner, Tongula D., 1968-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-07-30T12:45:26Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-07-30T12:45:26Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-12"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Baylor University."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American Vernacular English (AAVE)","Ebonics.","Educators.","Linguistically diverse students.","Pedagogical strategies."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/12903"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Many educators do not clearly understand African American Vernacular English (AAVE). Because of this, they often lack knowledge on how to connect linguistically with students who speak AAVE to promote a sense of belonging and academic growth (Harris & Schroeder, 2013; Mallinson & Hudley, 2011). This study explored four elementary teacher participants' pedagogical strategies to foster interconnectedness and promote academic success with their AAVE-speaking students. To do so, I utilized four components of sociocultural theory, including thought and language; historical, cultural, and social mediation; social interaction; and scaffold support at the zone of proximal development. This study used a qualitative single-site case study research design, allowing me to look holistically at each participant as their own story connected to each other through overarching opinions, emotions, and experiences. I determined how educators use this theory to shape their pedagogy and strategies to foster interconnectedness and promote academic success with AAVE-speaking students. Based on specific criteria, I chose four elementary teacher participants who taught at one suburban North Central Texas elementary school. I used data from semi-structured interviews, classroom observations, and a focus group discussion. The findings of this study revealed that educators can connect with their linguistically diverse students and help foster their academic success based on the pedagogical strategies chosen. Findings described participants' pedagogical practices, such as morning share-outs, classroom focus questions, and routine group discussions, as a means of thought and language in the classroom. Strategies such as literary choices and discussion around cultural and social events mediated social, cultural, and historical artifacts. Other findings, such as peer groups and study halls, created demonstrations of scaffolded support and classroom social interaction opportunities. Findings from this research open the doors to answering difficult questions and starting tough conversations around race, culture, self-awareness, and belonging."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["It's how they be talking : a qualitative case study about the pedagogical strategies used in the classrooms of African American Vernacular English-speaking students."]}]}],"canonical_facts":{"dc:contributor.advisor":["Howell, Leanne."],"dc:creator":["Kiner, Tongula D., 1968-"],"dc:date.accessioned":["2024-07-30T12:45:26Z"],"dc:date.available":["2024-07-30T12:45:26Z"],"dc:date.issued":["2023-12"],"dc:description.abstract":["Many educators do not clearly understand African American Vernacular English (AAVE). Because of this, they often lack knowledge on how to connect linguistically with students who speak AAVE to promote a sense of belonging and academic growth (Harris & Schroeder, 2013; Mallinson & Hudley, 2011). This study explored four elementary teacher participants' pedagogical strategies to foster interconnectedness and promote academic success with their AAVE-speaking students. To do so, I utilized four components of sociocultural theory, including thought and language; historical, cultural, and social mediation; social interaction; and scaffold support at the zone of proximal development. This study used a qualitative single-site case study research design, allowing me to look holistically at each participant as their own story connected to each other through overarching opinions, emotions, and experiences. I determined how educators use this theory to shape their pedagogy and strategies to foster interconnectedness and promote academic success with AAVE-speaking students. Based on specific criteria, I chose four elementary teacher participants who taught at one suburban North Central Texas elementary school. I used data from semi-structured interviews, classroom observations, and a focus group discussion. The findings of this study revealed that educators can connect with their linguistically diverse students and help foster their academic success based on the pedagogical strategies chosen. Findings described participants' pedagogical practices, such as morning share-outs, classroom focus questions, and routine group discussions, as a means of thought and language in the classroom. Strategies such as literary choices and discussion around cultural and social events mediated social, cultural, and historical artifacts. Other findings, such as peer groups and study halls, created demonstrations of scaffolded support and classroom social interaction opportunities. Findings from this research open the doors to answering difficult questions and starting tough conversations around race, culture, self-awareness, and belonging."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/12903"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["African American Vernacular English (AAVE)","Ebonics.","Educators.","Linguistically diverse students.","Pedagogical strategies."],"dc:title":["It's how they be talking : a qualitative case study about the pedagogical strategies used in the classrooms of African American Vernacular English-speaking students."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:07:58Z"}