Hushed brilliance: Maintaining African American language-speaking adolescent writers' rhetorical power

Abstract

This article examines African American rhetorical feature use in the secondary literacy classroom. It explores the historical evolution and pedagogical implications of incorporating African American rhetorical features into classroom writing instruction. The article discusses the historical evolution of African American Language and its position in the American literacy classroom. It also proposes actions educators can take in order to preserve African American Language-speaking students' rhetorical style, including acknowledgment of African American Language, researching the evolution of African American Language in literacy education, and steps to support professional racialized linguistic self-reflection. It also reviews recent literature and provides examples of African American rhetorical features educators can leverage while implementing instructional strategies that affirm African American Language-speaking students. Understanding African American rhetorical feature's role in literacy education is crucial for developing equitable instructional practices that respect and affirm students' diverse linguistic backgrounds. This article offers valuable insight for secondary and middle school educators, policymakers, and researchers interested in language, race, literacy, and education. This article concludes that integrating culturally specific strategies into literacy practices can enhance student learning, confidence, and promote cultural equity. It calls for further research and policy development to support culturally affirming written literacy practices in schools.