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There is a need to respond to the educational demands of African
American English (AAE) speakers based on standardized measures.
There is also a need to fill the gaps in our existing knowledge
base on the effects of culturally and linguistically responsive
interventions on achievement and mediating factors, including
motivation to learn and academic engagement. Otherwise, AAE
speakers may receive inadequate instruction to meet their needs and
may be "at-risk" for further remediation or special education
placement. Conventional, traditional and technological
instructional methods in the classroom do not account for the
language variety of some AAE speakers. Many educators have argued
that curriculum, instruction, reading materials, and
computer-assisted instruction that are based upon an Afro-centric
model of education are more likely congruent with African American
students' ways of knowing and learning. Technology is essential in
today's pluralistic classroom. Therefore, cultural-based
technological instruction is needed for AAE speakers.
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