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This study examined explicit instruction on AAE phonological and syntactic characteristics through infused instruction with CSD graduate students. 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Dubasik\u003Cbr>Bowling Green State University, [vdubasi@bgsu.edu](vdubasi@bgsu.edu)\u003Cbr>Tim Brackenbury\u003Cbr>Bowling Green State University, [tbracke@bgsu.edu](tbracke@bgsu.edu)\u003Cbr>Jasmine I. Wilson\u003Cbr>Bowling Green State University, [jaswils@bgsu.edu](jaswils@bgsu.edu)\u003Cbr>DOI: 10. 61403/2689-6443 .1407\u003Cbr>Follow this and additional works at: [https://ir.library.illinoisstate.edu/tlcsd](https://ir.library.illinoisstate.edu/tlcsd) |  |\n\nRecommended Citation  \nDubasik, V. L., Brackenbury, T., & Wilson, J. I. (2026) . Effects of Infused Instruction on Graduate Students’Knowledge, Self-Perceptions, and Misconceptions of African American English Dialect. Teaching and Learning in Communication Sciences & Disorders, 10(1) . DOI: [https://doi.org/10.61403/2689-6443.1407](https://doi.org/10.61403/2689-6443.1407)  \nThis Scholarship of Teaching and Learning Research is brought to you for free and open access by the Journals at ISU ReD: Research and eData. It has been accepted for inclusion in Teaching and Learning in Communication Sciences & Disorders by an authorized editor of ISU ReD: Research and eData. For more information, please contact [ISUReD@ilstu.edu](ISUReD@ilstu.edu).  \nEffects of Infused Instruction on Graduate Students’ Knowledge, Self-Perceptions, and Misconceptions of African American English Dialect  \nAbstract  \nDespite 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.  \nKeywords  \nAAE Dialect, explicit teaching, infused instruction, pre-service student perceptions  \nThis scholarship of teaching and learning research is available in Teaching and Learning in Communication Sciences & Disorders: [https://ir.library.illinoisstate.edu/tlcsd/vol10/iss1/1](https://ir.library.illinoisstate.edu/tlcsd/vol10/iss1/1)  \nThe American Speech-Language-Hearing Association (ASHA, 2020) and the Council on Academic Accreditation (CAA, 2023) have taken steps to guide educational training programs in communication sciences and disorders (CSD) to ensure that once students are certified speechlanguage pathologists (SLPs) they have the skills needed to ac","cbCaidBg7hcddeQi","https://ap.wps.com/l/cbCaidBg7hcddeQi","pdf",514207,29,"English","# Abstract\n## Study design\n## Instruction intervention\n## Outcomes and implications","[{\"question\":\"What was the purpose of the study on African American English (AAE) training?\",\"answer\":\"The study explored whether infused explicit instruction on AAE phonological and syntactic characteristics could improve graduate students’ knowledge and related perceptions.\"},{\"question\":\"How was instruction delivered to the participants?\",\"answer\":\"Instruction occurred across five regular class periods, with each period lasting about 15 to 20 minutes and covering multiple topics related to AAE.\"},{\"question\":\"What outcomes did the researchers find after the infused instruction?\",\"answer\":\"Participants showed statistically significant increases in demonstrated knowledge and reported higher perceived knowledge, confidence, and preparedness to work with AAE speakers, along with improved misconceptions about the dialect.\"}]","Effects of Infused Instruction on Graduate Students’ Knowledge, Self-Perceptions, and Misconceptions of African American English Dialect | PDF",1792043014,73]