Rewriting the Narrative: Centering African American English in Culturally Responsive Language and Literacy Assessment

This study investigates how educators perceive African American English (AAE) and whether those perceptions affect special education referrals. Using a mixed-methods design, 41 practicing educators evaluated vignettes written in both AAE and Mainstream American English by fictional third-grade students. Although most participants expressed favorable views of AAE as a legitimate dialect, vignettes written in AAE were 6.5 times more likely to be referred for special education. This disconnect between stated beliefs and referral behavior suggests that language differences may still be misinterpreted as a disorder. Findings highlight the need for targeted professional development, culturally responsive referral safeguards, and instruction that validates dialectal diversity. The study contributes to broader discussions about equity, disproportionality in special education, and the application of raciolinguistic frameworks in educational decision-making.