Talking that talk: The language of control, curriculum, and critique
Abstract This article analyzes the classroom discourse of an African American female urban community college teacher as she interacts with her class of predominantly African American students. The analysis, informed by perspectives in the ethnography of speaking perspective, focuses on one register variation commonly known as teacher talk . Three categories of teacher talk are presented: (a) the language of control, (b) the language of curriculum, and (c) the language of critique. This study shows that the teacher's talk drew on the rich language and verbal traditions of the African American community. The teacher employs African American English (AAE) language forms and allows them to coexist alongside Standard English (SE). The analysis of teacher talk shows how the language of curriculum, control, and critique served the tripartite function of communicating cognitive information, establishing and maintaining social relationships, and expressing the speaker's attitudes. The analysis also highlights the significance of sociocultural as well as sociopolitical factors that influence learning and the place of AAE in teaching and learning.