Work

Using Texts as Megaphones: The Power of African American Readers Hearing Themselves in Books

Year: 2026

Type: article

Abstract: ABSTRACT This article highlights the power of authentic children's literature to affirm African American English as a legitimate, rule‐governed linguistic system and elevate it as a source of cognitive strength, cultural richness, and academic potential. While foundational literacy skills emphasize English language structure, they often center General American English and overlook the linguistic realities of many African American students. As a result, traditional literacy instruction can marginalize Black students by framing their home language as a deficit rather than a resource. Authentic children's literature featuring AAE validates African American students' identities where their voices can be celebrated in the classroom. This article calls for the intentional use of authentic literature to affirm students' primary language. It provides research‐based strategies that foster literacy development and build linguistic pride. By merging AAE‐rich literature with culturally responsive practices, educators can create classrooms that center students' full linguistic repertoires as assets for learning and meaning‐making.

Source: The Reading Teacher

DOI: 10.1002/trtr.70095

Authors: Ramona T. Pittman, Endia Lindo, Whitney N. McCoy Hudson, Jasmine L. Rogers

Institutions: Texas A&M University, Texas Christian University, University of North Carolina at Charlotte, American University

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $2,760