The Effects of Culturally-based Computer Software:
On the Motivation and Academic Engagement of African American English Speakers
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There is a need to respond to the educational demands of African American English (AAE) speakers based on standardized measures. There is also a need to fill the gaps in our existing knowledge base on the effects of culturally and linguistically responsive interventions on achievement and mediating factors, including motivation to learn and academic engagement. Otherwise, AAE speakers may receive inadequate instruction to meet their needs and may be "at-risk" for further remediation or special education placement. Conventional, traditional and technological instructional methods in the classro...
There is a need to respond to the educational demands of African American English (AAE) speakers based on standardized measures. There is also a need to fill the gaps in our existing knowledge base on the effects of culturally and linguistically responsive interventions on achievement and mediating factors, including motivation to learn and academic engagement. Otherwise, AAE speakers may receive inadequate instruction to meet their needs and may be "at-risk" for further remediation or special education placement. Conventional, traditional and technological instructional methods in the classroom do not account for the language variety of some AAE speakers. Many educators have argued that curriculum, instruction, reading materials, and computer-assisted instruction that are based upon an Afro-centric model of education are more likely congruent with African American students' ways of knowing and learning. Technology is essential in today's pluralistic classroom. Therefore, cultural-based technological instruction is needed for AAE speakers.
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