What is the primary reason for providing language intervention to a student who speaks AAVE and struggles with SAE?

What is the primary reason for providing language intervention to a student who speaks AAVE and struggles with SAE?

• A. To encourage adoption of SAE as the primary dialect
• B. To impress the teacher with advanced linguistic skills
• C. To enhance communication with diverse peers
• D. To meet state language standards specifically

Answer: (C)

Enhancing communication with diverse peers is crucial for supporting a student who speaks African American Vernacular English (AAVE) and struggles with Standard American English (SAE). This approach recognizes the importance of facilitating effective communication in various contexts, ensuring that the student can interact with peers from different linguistic backgrounds. By focusing on enhancing communication skills, the intervention helps build social connections and promote inclusivity within a diverse classroom environment. It empowers the student to confidently participate in discussions and group activities, ultimately improving their social interactions and academic success. The other choices don't align with the primary objective of language intervention. Encouraging adoption of SAE as a primary dialect does not consider the rich linguistic heritage of AAVE. Impressing the teacher with advanced linguistic skills is not the goal of language intervention; rather, it should focus on the student's functional communication needs. Meeting state language standards is important, but the essence of effective intervention aims more at fostering inclusive communication rather than solely achieving compliance with standards.

Enhancing communication with diverse peers is crucial for supporting a student who speaks African American Vernacular English (AAVE) and struggles with Standard American English (SAE). This approach recognizes the importance of facilitating effective communication in various contexts, ensuring that the student can interact with peers from different linguistic backgrounds.

By focusing on enhancing communication skills, the intervention helps build social connections and promote inclusivity within a diverse classroom environment. It empowers the student to confidently participate in discussions and group activities, ultimately improving their social interactions and academic success.

The other choices don't align with the primary objective of language intervention. Encouraging adoption of SAE as a primary dialect does not consider the rich linguistic heritage of AAVE. Impressing the teacher with advanced linguistic skills is not the goal of language intervention; rather, it should focus on the student's functional communication needs. Meeting state language standards is important, but the essence of effective intervention aims more at fostering inclusive communication rather than solely achieving compliance with standards.