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Effects of Infused Instruction on Graduate Students' Knowledge, Self-Perceptions, and Misconceptions of African American English Dialect

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Title: Effects of Infused Instruction on Graduate Students' Knowledge, Self-Perceptions, and Misconceptions of African American English Dialect
Language: English
Authors: Virginia L. Dubasik, Tim Brackenbury, Jasmine I. Wilson
Source: Teaching and Learning in Communication Sciences & Disorders. 2026 10(1).
Availability: Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Allied Health Personnel, Speech Language Pathology, Self Efficacy, Black Dialects, Direct Instruction, Phonology, Syntax, Misconceptions, Knowledge Level, Program Effectiveness, Communication Disorders, Sociolinguistics, Stereotypes, History, Language Usage, Popular Culture
ISSN: 2689-6443
Abstract: Despite guidelines and requirements for training programs in communication sciences and disorders (CSD), pre-service and practicing speech-language pathologists report feeling under-prepared to work with speakers of Nonmainstream American English (NMAE) dialects such as African American English (AAE; Latimer-Hearn, 2020). The current study explored explicit instruction of the phonological and syntactic characteristics of AAE via infused instruction with speech-language pathology graduate students. Participants were 43 first- and second-year students in a CSD program. At the start of the course, participants completed a pre-instruction survey containing questions regarding demographics, exposure/experiences with AAE, baseline knowledge of AAE characteristics, and misconceptions regarding the dialect. Instruction on a variety of topics related to AAE occurred across five regular class periods and lasted 15 to 20 minutes each. Participants then completed a post-instruction survey with questions pertaining to AAE characteristics, perceived confidence/preparedness to work with AAE speakers, and misconceptions about the dialect. Results indicated statistically significant increases in demonstrated knowledge of AAE dialect following the learning experience. Participants also reported increased perceived knowledge, confidence, and preparedness to work with AAE speakers at the end of the course than prior to explicit instruction of AAE. CSD training programs that incorporate infused, explicit instruction of NMAE dialects within courses have the potential to influence graduate students' knowledge, misconceptions, confidence, and preparedness to work with clients who speak an NMAE dialect such as AAE.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507820
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Effects of Infused Instruction on Graduate Students' Knowledge, Self-Perceptions, and Misconceptions of African American English Dialect
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  Data: <searchLink fieldCode="AR" term="%22Virginia+L%2E+Dubasik%22">Virginia L. Dubasik</searchLink><br /><searchLink fieldCode="AR" term="%22Tim+Brackenbury%22">Tim Brackenbury</searchLink><br /><searchLink fieldCode="AR" term="%22Jasmine+I%2E+Wilson%22">Jasmine I. Wilson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+and+Learning+in+Communication+Sciences+%26+Disorders%22"><i>Teaching and Learning in Communication Sciences & Disorders</i></searchLink>. 2026 10(1).
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  Data: Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
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  Data: 29
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Dialects%22">Black Dialects</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax%22">Syntax</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Disorders%22">Communication Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Sociolinguistics%22">Sociolinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Stereotypes%22">Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22History%22">History</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Popular+Culture%22">Popular Culture</searchLink>
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  Data: 2689-6443
– Name: Abstract
  Label: Abstract
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  Data: Despite guidelines and requirements for training programs in communication sciences and disorders (CSD), pre-service and practicing speech-language pathologists report feeling under-prepared to work with speakers of Nonmainstream American English (NMAE) dialects such as African American English (AAE; Latimer-Hearn, 2020). The current study explored explicit instruction of the phonological and syntactic characteristics of AAE via infused instruction with speech-language pathology graduate students. Participants were 43 first- and second-year students in a CSD program. At the start of the course, participants completed a pre-instruction survey containing questions regarding demographics, exposure/experiences with AAE, baseline knowledge of AAE characteristics, and misconceptions regarding the dialect. Instruction on a variety of topics related to AAE occurred across five regular class periods and lasted 15 to 20 minutes each. Participants then completed a post-instruction survey with questions pertaining to AAE characteristics, perceived confidence/preparedness to work with AAE speakers, and misconceptions about the dialect. Results indicated statistically significant increases in demonstrated knowledge of AAE dialect following the learning experience. Participants also reported increased perceived knowledge, confidence, and preparedness to work with AAE speakers at the end of the course than prior to explicit instruction of AAE. CSD training programs that incorporate infused, explicit instruction of NMAE dialects within courses have the potential to influence graduate students' knowledge, misconceptions, confidence, and preparedness to work with clients who speak an NMAE dialect such as AAE.
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  Data: EJ1507820
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
    Subjects:
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Allied Health Personnel
        Type: general
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Black Dialects
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Phonology
        Type: general
      – SubjectFull: Syntax
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Communication Disorders
        Type: general
      – SubjectFull: Sociolinguistics
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      – SubjectFull: Stereotypes
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      – SubjectFull: History
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      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Popular Culture
        Type: general
    Titles:
      – TitleFull: Effects of Infused Instruction on Graduate Students' Knowledge, Self-Perceptions, and Misconceptions of African American English Dialect
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            NameFull: Tim Brackenbury
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