Date of Award
3-28-2022
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Rhetoric and Writing
First Advisor
Joseph Williams
Abstract
Historically, Standard American English (SAE) has been seen as superior to African American Vernacular English (AAVE), but both languages can be used interchangeably through the linguistic practice of code-switching. Code-switching pedagogies have been used to more effectively teach elementary students SAE while building on their knowledge of AAVE. Additionally, games have been inserted into the classroom to extend traditional English-language learning, which allows students to embody the language-learning experience in a setting with lower stakes and reduced judgment. Combining code-switching pedagogy with game-based learning, my game The Fence can be used in the classroom and at home to teach children how to code-switch successfully, while also staying connected to their identity and community and navigating environments outside the home. The game teaches students code-switching practices, while also reminding them that language is a connector to identity and community but not an indicator of intelligence.
Recommended Citation
Tyler, LaShaundra S., "The Fence" (2022). Theses and Dissertations. 1068.
https://research.ualr.edu/etd/1068
