Walking the Tightrope Between Advocacy and Knowledge: An Appeal From Teacher Educators to Speech-Language Pathologists Regarding African American English Purpose As a means of addressing bias against speakers of African American English (AAE) that is prevalent within the ethos of too many K–12 educators, this article aims to challenge speech-language pathologists (SLPs) to reconceptualize their roles in schools and classrooms from informed professionals to advocates for AAE. The ... Article
Article  |   September 19, 2018
Walking the Tightrope Between Advocacy and Knowledge: An Appeal From Teacher Educators to Speech-Language Pathologists Regarding African American English
Author Affiliations & Notes
  • Simone Gibson
    Teacher Education & Professional Development, Morgan State University, Baltimore, MD
  • Ebony Terrell Shockley
    Teaching and Learning, Policy and Leadership, University of Maryland, College Park, College Park, MD
  • Disclosures
    Disclosures ×
  • Financial: Simone Gibson has no relevant financial interests to disclose. Ebony Terrell Shockley has no relevant financial interests to disclose.
    Financial: Simone Gibson has no relevant financial interests to disclose. Ebony Terrell Shockley has no relevant financial interests to disclose.×
  • Nonfinancial: Simone Gibson has no relevant nonfinancial interests to disclose. Ebony Terrell Shockley has no relevant nonfinancial interests to disclose.
    Nonfinancial: Simone Gibson has no relevant nonfinancial interests to disclose. Ebony Terrell Shockley has no relevant nonfinancial interests to disclose.×
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Regulatory, Legislative & Advocacy / Part 3
Article   |   September 19, 2018
Walking the Tightrope Between Advocacy and Knowledge: An Appeal From Teacher Educators to Speech-Language Pathologists Regarding African American English
Perspectives of the ASHA Special Interest Groups, September 2018, Vol. 3, 147-158. doi:10.1044/persp3.SIG1.147
History: Received February 1, 2018 , Revised July 10, 2018 , Accepted July 26, 2018
Perspectives of the ASHA Special Interest Groups, September 2018, Vol. 3, 147-158. doi:10.1044/persp3.SIG1.147
History: Received February 1, 2018; Revised July 10, 2018; Accepted July 26, 2018

Purpose As a means of addressing bias against speakers of African American English (AAE) that is prevalent within the ethos of too many K–12 educators, this article aims to challenge speech-language pathologists (SLPs) to reconceptualize their roles in schools and classrooms from informed professionals to advocates for AAE. The authors will draw from the American Speech-Language-Hearing Association's (2012)  “Roles and Responsibilities of Speech-Language Pathologists in Schools Dos and Don'ts: SLPs in Schools Working Group” document to highlight the need that extends beyond understanding and involves advocacy by SLPs based on funds of knowledge—the lens for this work.

Conclusion “Funds of knowledge” provides a framework for helping SLPs to reimagine their roles regarding advocacy around AAE in the K–12 classroom as a means of influencing inequitable academic outcomes for speakers of AAE.

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