chapter  7
13 Pages

Factors Influencing Individual Differences in Learning to Code-Switch

When young AAE speakers learn to adapt their heritage dialect forms to the more formal language characteristic of instructional discourse and texts, i.e., to “code-switch” in these academic contexts, there are significant measurable benefits to them in reading achievement. As discussed in previous chapters, over time consensus has built towards general agreement now that students who produce lower levels of AAE features demonstrate better reading achievement (Charity, Scarborough, & Griffin, 2004; Craig & Washington, 2004; Craig, Zhang, Hensel, & Quinn, 2009; Ivy & Masterson, 2011; Terry & Connor, 2012; Terry, Connor, Petscher, & Conlin, 2012). However, despite the potential candidacy of code-switching as an early reading intervention to help narrow the Black-White Achievement Gap (Craig et al., 2009; Wheeler & Swords, 2006, 2010), unfortunately little is known about the factors which support learning to code-switch.