African-American Linguists

www.oaal.orgPresentation may not be

reproduced without written permission from Krishauna Hines

Or Tamari Jenkins

©2004 African American Linguists

Strategies for the Retention of African

American Students in World Language

Classrooms

Organization of African American Linguists

Tamari Jenkins (Chaffey College, CA)Krishauna Latay Hines (Salem College, NC)

Research

Purpose of Pilot StudyResearch

Methodology

Family HistoryExposure to World LanguagesWorld Language Educational

BackgroundDiversity in the World Language

Classroom

Significant Findings Highest level of Education of Mother

College58%

Graduate25%

6th-8th1%

Technical16%

Significant Findings Highest level of Education of Father

Technical24%

College26%

Graduate14%

6th-8th2% 9th-12th

34%

Significant Findings Percentage of mothers who studied a world language

40

50

60

Prior Study No PriorStudy

Significant Findings Percentage of fathers who studied a world language

0

10

20

30

40

50

60

70

Prior Study No PriorStudy

Significant FindingsPercentage of students exposed to world languages as children

40

50

60

Yes No

Significant FindingsSources of exposure to world languages

0

10

20

30

Mot

her

Fathe

r

Relat

ive

Friend

s

Comm

unity

Schoo

l

Trave

l

Livin

g Abr

oad

Careg

iver

Significant FindingsHow many students have studied abroad

0

10

20

30

40

50

60

70

80

90

100

No Yes

Significant Findings Factors prohibiting students from studying abroad

0

10

20

30

40

50

Work

Sch

edul

e

Family

/Out

side

Comm

itmen

ts

Finance

s

Disint

eres

tFea

r

Health

Lack

of I

nfor

mat

ion

Age

Lack

of F

amily

Supp

ort

Significant Findings Student motivation for world language study

Required

54%

Credit

18%

Personal

28%

Required62%

Credit14%

Personal23%

Other1%

9th-12th Grade College

Significant FindingsHow many African American students enrolled in world

language courses

0

10

20

30

40

5060

70

80

90

100

110

Total Enrollment AfricanAmericanStudents

Significant Findings Race & nationality of world language teacher

White

50%

Af rican Americanb

10%

Hispanic

24%

Spanish

13%

Trin idad

3%

White65%

African American19%

Hispanic12%

Spanish4%

K-5th Grade 6-8th

Significant Findings Race & nationality of world language teacher

White46%

African American15%

Hispanic29%

Spanish4%

European6%

9th-12th GradeCollege

White32%

African American27%

Hispanic31%

Spanish6%

European4%

Significant Findings Race & nationality of world language teacher

White20%

African American20%

Hispanic40%

Spanish20%

Graduate School

Significant Findings Percentage of students exposed to African influences in

their world language classroom

Exposed49%

Not exposed51%

Significant Findings At what level students were exposed to African

influences in their world language courses

9th-12th31%

College53%

Graduate2%

K-56%

6th-8th8%

Strategies for Retention of African American Students

Provide resources & information to parents of K-12 students concerning language courses, collegepreparation, studyabroad opportunities &the benefits of worldlanguage study.

0

10

20

30

Strategies for Retention of African American Students

Students should be exposed to the African Diaspora in their world language classrooms

Teachers should collaborate with African Studies Programs to incorporate the African Diaspora into pedagogy.

Exposed49%

Not exposed51%

9th-12th31%

College53%

Graduate2%

K-56%

6th-8th8%

Strategies for Retention of African American Students

More financial aid needed to assist students who desire to study abroad

More information should be provided by teachers and counselors about study abroad programs.

Students should be encouraged to plan ahead for study abroad.

0

10

20

30

40

50

Wor

k S

ched

ule

Fam

ily/O

utsi

deC

omm

itmen

ts

Fin

ance

s

Dis

inte

rest

Fea

r

Hea

lth

Lack

of

Info

rmat

ion

Age

Lack

of

Fam

ilyS

uppo

rt

Strategies for Retention of African American Students

Students should be encouraged to continue with advanced language study & participate in study abroad programs in order to attain fluency.

Long term implications could be that more African Americans will become world language educators.

0 20 40 60 80

K-5

6-8th

9-12th

College

Graduate

Non MinorityTeachers

Quotes from study participants

Do you feel that having knowledge of people of African descent would have influenced your world language

study?

If it were presented at the high school level I believe the interest would have created an ownership of world language---CA.

The study would have been more relatable and less foreign---NC.

I feel as if I would have had a stronger will and desire to know about my heritage---NJ.

It makes me want to continue my study of Spanish and world language, so I can learn more about Black people’s contribution in the rest of the world---TX.

Quotes from study participantsDo you feel that having knowledge of people of African

descent would have influenced you in your world language study?

I would be better prepared, my personal interest would increase, I would feel that I am more of a contributor and that my people make a difference and are important contributing factors---OH.

It may have served to increase esteem in my ability to apprehend the language. It may have fostered a sense of pride in the achievements of people of my own community. It may have caused me to aspire to greater achievements in world languages---NC.

African-American Linguists

www.oaal.orgPresentation may not be

reproduced without written permission from Krishauna Hines

Or Tamari Jenkins

©2004 African American Linguists