Black Language Matters: Capitalizing on Black English for Educational Success through Linguistic and Cultural Competence Training

Author

• Fritz Lauriston, Lynn UniversityFollow

Date of Award

6-2026

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (Ed.D.)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Dr. Jennifer J. Lesh

Second Advisor

Dr. Peter Licata

Third Advisor

Dr. JéVaughn J. Lancaster

Abstract

This dissertation explores the impact of culturally responsive professional development on K–12 educators’ perceptions and understanding of Black English, also known as African American Vernacular English (AAVE). The study responds to the longstanding marginalization of Black English in educational environments and its implications for academic equity, cultural identity, and student performance—particularly among African American learners. The central intervention, titled “Do You Understand Me? Linguistic and Cultural Competence Black English Professional Development,” was designed to increase teachers’ linguistic awareness, dismantle deficit perspectives, and promote inclusive instructional practices that validate students’ home language.

Using a mixed-method design, 59 certified educators participated in a pre-survey, completed the professional development training, and then responded to a post-survey. Data were analyzed to measure shifts in knowledge, beliefs, and readiness to integrate Black English into instruction. Results indicated statistically significant changes in teachers’ understanding of the historical and structural legitimacy of AAVE. Participants reported increased confidence in recognizing AAVE features and incorporating culturally sustaining strategies into their classrooms. Feedback also revealed a need for additional grade-level examples, implementation models, and differentiated pacing.

Findings support the idea that Black English can serve as a linguistic bridge to Standard American English, particularly when educators are trained similarly to ESOL models. The study affirms that validating linguistic diversity fosters stronger student-teacher relationships, increased engagement, and improved academic outcomes. Ultimately, this dissertation advocates for the systemic incorporation of Black English cultural competence training as a standard component of teacher professional development and underscores the importance of linguistic justice in public education.

Recommended Citation

Lauriston, F. (2026). Black Language Matters: Capitalizing on Black English for Educational Success through Linguistic and Cultural Competence Training [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/459