1. Lost in Translation? AAVE Ideas and Expectations in a University Writing Center Matt Cox Michigan State University March 2008 Matt Cox Michigan State University March 2008

2. Terminology: African American Vernacular English ver·nac·u·lar - “of, relating to, or being a nonstandard language or dialect of a place, region, or country” Simply put -- the structured, historically and linguistically rooted language of the African American community (having origins in both English and West African languages). Consultant -- also known as tutor Client -- also known as student, tutee, etc. Session -- 50 min. to 2 hour time slot Terminology: African American Vernacular English ver·nac·u·lar - “of, relating to, or being a nonstandard language or dialect of a place, region, or country” Simply put -- the structured, historically and linguistically rooted language of the African American community (having origins in both English and West African languages). Consultant -- also known as tutor Client -- also known as student, tutee, etc. Session -- 50 min. to 2 hour time slot

3. Why is language awareness important? “ Writing centers are supposed to deal with heterogeneity — students who speak English as a second language, students who use a nondominant dialect, students who have learning disabilities, students who don ’ t follow assignment guidelines — and writing centers are expected to master and control this heterogeneity rather than interpret it. ” - Nancy Maloney Grimm Why is language awareness important? “ Writing centers are supposed to deal with heterogeneity — students who speak English as a second language, students who use a nondominant dialect, students who have learning disabilities, students who don ’ t follow assignment guidelines — and writing centers are expected to master and control this heterogeneity rather than interpret it. ” - Nancy Maloney Grimm

4. “ Students speaking nonstandard dialects have a difficult task in becoming comfortable with the language that is required for most projects in academic and business worlds. Writing centers can assist them much more efficiently and positively than we currently are able to, simply by adding to our training a bit of basic information about dialect and a lot of sensitivity to the is-sues that accompany it. ” Bir and Christopher, “ Training writing tutors to recognize dialectical difference ” “ Students speaking nonstandard dialects have a difficult task in becoming comfortable with the language that is required for most projects in academic and business worlds. Writing centers can assist them much more efficiently and positively than we currently are able to, simply by adding to our training a bit of basic information about dialect and a lot of sensitivity to the is-sues that accompany it. ” Bir and Christopher, “ Training writing tutors to recognize dialectical difference ”

5. So then… what is the status of attitudes about and approaches to student language, specifically African American Vernacular English (AAVE, AAL, Ebonics) in a writing center at a large historically white, Midwestern state institution? So then… what is the status of attitudes about and approaches to student language, specifically African American Vernacular English (AAVE, AAL, Ebonics) in a writing center at a large historically white, Midwestern state institution?

6. I decided to ask clients and consultants… What are the attitudes about AAVE among both clients and consultants in one writing center? What are the expectations and desires in both groups for AAVE use in academic discourse? And… what would be the emergent (if any) differences in these views? What are the attitudes about AAVE among both clients and consultants in one writing center? What are the expectations and desires in both groups for AAVE use in academic discourse? And… what would be the emergent (if any) differences in these views?

7. Design: Two online, anonymous surveys Email contact Survey Monkey online surveys Anonymous, voluntary Two online, anonymous surveys Email contact Survey Monkey online surveys Anonymous, voluntary

8. Participation: Consultants: 42%. (23 of 55) Clients: 5% (502 of 10,054) Consultants: 42%. (23 of 55) Clients: 5% (502 of 10,054)

9. Consultant Survey Makeup: African American9% (MSU - 7.4%) Latino 0% (MSU - 2.8%) American Indian4% (MSU - 0.7%) Asian13% (MSU - 5.1%) Caucasian74% (MSU - 84%) Undergraduate52% (MSU - 78%) Graduate48% (MSU - 22%) African American9% (MSU - 7.4%) Latino 0% (MSU - 2.8%) American Indian4% (MSU - 0.7%) Asian13% (MSU - 5.1%) Caucasian74% (MSU - 84%) Undergraduate52% (MSU - 78%) Graduate48% (MSU - 22%)

10. Client Survey Makeup: African American8% (MSU - 7.4%) Latino3% (MSU - 2.8%) American Indian1% (MSU - 0.7%) Asian19% (MSU - 5.1%) Caucasian63% (MSU - 84%) Other6% Undergraduate59% (MSU - 78%) Graduate30% (MSU - 22%) Other (please specify)11% African American8% (MSU - 7.4%) Latino3% (MSU - 2.8%) American Indian1% (MSU - 0.7%) Asian19% (MSU - 5.1%) Caucasian63% (MSU - 84%) Other6% Undergraduate59% (MSU - 78%) Graduate30% (MSU - 22%) Other (please specify)11%

11. Is English your first language? Consultants: Yes 91% No 9% Clients: Yes77% No23% Is English your first language? Consultants: Yes 91% No 9% Clients: Yes77% No23%

12. Consultants work (per week): Less than 5 hours22% 5 to 9 hours30% 10 to 20 hours48% More than 20 hours 0% Clients visit (per semester): 1 time64% 2 to 4 times24% More than 4 times12% Consultants work (per week): Less than 5 hours22% 5 to 9 hours30% 10 to 20 hours48% More than 20 hours 0% Clients visit (per semester): 1 time64% 2 to 4 times24% More than 4 times12%

13. Question: “I am familiar with either the label African American Vernacular English (AAVE) or Ebonics.” Consultants: True91% False4.5% Unsure4.5% Clients: True65% False24% Unsure11% Consultants: True91% False4.5% Unsure4.5% Clients: True65% False24% Unsure11%

14. Question: “I speak Standard English either sometimes or most of the time.” Consultants: True96% False4% Unsure0% Clients: True94% False2% Unsure4% Consultants: True96% False4% Unsure0% Clients: True94% False2% Unsure4%

15. Question: “I speak AAVE (or Ebonics) either sometimes or most of the time.” Consultants: True17% False83% Unsure0% Clients: True8% False85% Unsure7% Consultants: True17% False83% Unsure0% Clients: True8% False85% Unsure7%

16. Consultant Question: “I have explained to users of African American Vernacular English (AAVE) how and when Standard (or Academic) English might best be used.” True57% False14% Unsure29% Consultant Question: “I have explained to users of African American Vernacular English (AAVE) how and when Standard (or Academic) English might best be used.” True57% False14% Unsure29%

17. Client Question: ”I have had a Writing Center consultant explain the uses of vernacular English (such as African American Vernacular English) versus Standard (or Academic) English.” AAVE Users: True2% False85% Unsure12% African Americans: True0% False89% Unsure11% Client Question: ”I have had a Writing Center consultant explain the uses of vernacular English (such as African American Vernacular English) versus Standard (or Academic) English.” AAVE Users: True2% False85% Unsure12% African Americans: True0% False89% Unsure11%

18. Consultant Question: “In writing center consultation sessions, I have explained to users of African American Vernacular English (AAVE) how and when African American Vernacular English might best be used.” True43% False43% Unsure14% True43% False43% Unsure14%

19. Consultant Question: “I have encouraged clients to use African American Vernacular English in academic papers or assignments.” True43% False43% Unsure14% True43% False43% Unsure14%

20. Consultant Question: “I have discouraged clients from the written use of African American Vernacular English in academic papers or assignments.” True14% False72% Unsure14% True14% False72% Unsure14%

21. Consultant Question: “I tend to encourage the exclusive use of Standard English.” True14% False86% True14% False86%

22. Consultant Question: “I would appreciate training and resources to help me to teach clients about the uses of vernacular language forms and dialects in composition.” True78% False22% True78% False22%

23. Consultant Question: “I am familiar with the concepts of “code-switching” or “code- meshing” to mean a speaker’s mixing of Standard English and vernacular Englishes (such as AAVE) in speech or writing.” True67% False22% Unsure11% True67% False22% Unsure11%

24. Client Question: I have intentionally written academic papers or assignments at least partially in African American Vernacular English instead of Standard English. Among AAVE Users: True24% False76% Unsure0% Among African American clients: True25% False75% Unsure0% Among AAVE Users: True24% False76% Unsure0% Among African American clients: True25% False75% Unsure0%

25. Client Question: I am familiar with the concepts of “code-switching” or “code-meshing” to mean a speaker’s mixing of Standard English and vernacular Englishes (such as AAVE) in speech or writing. Among AAVE Users: True88% False10% Unsure2% Among African American clients: True89% False7% Unsure4% Among AAVE Users: True88% False10% Unsure2% Among African American clients: True89% False7% Unsure4%

26. Quick Refresher/setting terms: Code-switching -- The bilingual ability to shift between languages in day-to-day literacy situations. Code-meshing -- “based on what linguists have called code-mixing, to combine dialects, styles, and registers.” - Vershawn Ashanti Young, Your Average Nigga: Performing Race, Literacy, and Masculinity Quick Refresher/setting terms: Code-switching -- The bilingual ability to shift between languages in day-to-day literacy situations. Code-meshing -- “based on what linguists have called code-mixing, to combine dialects, styles, and registers.” - Vershawn Ashanti Young, Your Average Nigga: Performing Race, Literacy, and Masculinity

27. Client Question: I would find useful Writing Center consultation sessions that help me to know how to more knowledgably use Standard English in my academic life (classes, assignments, etc.). Among AAVE Users: True27% False68% Unsure5% Among African American clients: True33% False63% Unsure4% Among AAVE Users: True27% False68% Unsure5% Among African American clients: True33% False63% Unsure4%

28. Client Question: I would find useful Writing Center consultation sessions that help me know how to more knowledgably use African American Vernacular English in my academic life (classes, assignments, etc.). Among AAVE Users: True46% False51% Unsure2% Among African American Students: True54% False46% Unsure 0% Among AAVE Users: True46% False51% Unsure2% Among African American Students: True54% False46% Unsure 0%

29. So what do we make of this data? What does it mean that students seem to be resisting further instruction on “knowledgeable use”? But resisting SE more than AAVE? What does a high awareness of AAVE but a (seeming) reluctance to integrate it into academic use indicate? So what do we make of this data? What does it mean that students seem to be resisting further instruction on “knowledgeable use”? But resisting SE more than AAVE? What does a high awareness of AAVE but a (seeming) reluctance to integrate it into academic use indicate?

30. Finding Meaning… Smitherman: “ this (survey work/finding) is a more realistic snapshot of African American and African American Language (speaking) Writing Center clients/students in college today. There is still lingering ambivalence--I call it linguistic push-pull-- about Black speech in the African American community. This ambivalence is probably even more pronounced among Black youth in college, particularly in historically white universities, than say among their peers who are not in college. ”

31. Weaver: “ writing centers often promote the idea of ‘ colorblindness ’ in order to purport racial equality, yet this approach often stifles discussion of the true issues at hand with racial differences in the writing center ’ s day-to-day activities. ” Colorblindness as a way to deal with “ cognitive dissonance. ” Weaver: “ writing centers often promote the idea of ‘ colorblindness ’ in order to purport racial equality, yet this approach often stifles discussion of the true issues at hand with racial differences in the writing center ’ s day-to-day activities. ” Colorblindness as a way to deal with “ cognitive dissonance. ”

32. Trimbur: “ writing centers must and will become multiliteracy centers ” How? : ) Questions, comments … Trimbur: “ writing centers must and will become multiliteracy centers ” How? : ) Questions, comments …

33. writing.msu.edu