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Ahn, Y. Y. (2020). An Examination of Translingual Practices on a Mobile Application. International Journal of Literacy, Culture, and Language Education, 1, 54-72.
Ball, A. F. (1992). Cultural preference and the expository writing of African-American adolescents. Written Communication, 9(4), 501-532.
Ball, A. F. (1996). Expository writing patterns of African American students. The English Journal, 85(1), 27-36.
Ball, A. F., & Lardner, T. (2005). African American literacies unleashed: Vernacular English and the composition classroom. SIU Press.
Ball, A. F., & Lardner, T. (2005). African American literacies unleashed: Vernacular English and the composition classroom. SIU Press.
Byrd, A. S., & Brown, J. A. (2021). An interprofessional approach to dialect-shifting instruction for early elementary school students. Language, Speech, and Hearing Services in Schools, 52(1), 139-148.
Cheung, A. (2021). Digitizing the story-writing process for EFL primary learners: An exploratory study. Language Teaching Research, 13621688211027772.
Christiansen, M. S. (2020). Identity and empowerment: Vernacular English features used by bilingual Mexicans online. Language@ Internet, 18(2).
Clachar, A. (2003). Paratactic conjunctions in creole speakers' and ESL learners' academic writing. World Englishes, 22(3), 271-289.
Connor, C. M., & Craig, H. K. (2006). African American preschoolers' language, emergent literacy skills, and use of African American English: A complex relation. Journal of Speech, Language, and Hearing Research.
Cooks, J. A. M. A. L., & Ball, A. F. (2009). Research on the literacies of AAVE-speaking adolescents. Handbook of adolescent literacy research, 140-152.
Craig, H. K., & Washington, J. A. (2004). Grade-related changes in the production of African American English. Journal of Speech, Language, and Hearing Research.
De los Santos, R. A., de la Fuente, T. G., Medina, S. G., & Tapia, P. N. (2020). Revealing the Educational Experiences of Los Otros DREAMers. College Composition and Communication, 72(2), 172-197.
Diehm, E. A., & Hendricks, A. E. (2021). Teachers' content knowledge and pedagogical beliefs regarding the use of African American English. Language, Speech, and Hearing Services in Schools, 52(1), 100-117.
Dobbs, C. L., & Leider, C. M. (2021). A Framework for Writing Rubrics to Support Linguistically Diverse Students. English Journal, 110(6), 60-68.
Elsasser, N., & Irvine, P. (1985). English and Creole: The dialectics of choice in a college writing program. Harvard Educational Review, 55(4), 399-416.
Fogel, H., & Ehri, L. C. (2006). Teaching African American English forms to standard American English-speaking teachers: Effects on acquisition, attitudes, and responses to student use. Journal of Teacher Education, 57(5), 464-480.
Frieson, B. L., & Presiado, V. E. Supporting Multilingual Black Children: Building on Black Language Genius. The Reading Teacher.
Hadjioannou, X. (2021). Chinese graduate students’ translanguaging practice in the context academic writing in english.
Horner, B., Lu, M. Z., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303-321.
Horton-Ikard, R., & Pittman, R. T. (2010). Examining the writing of adolescent African American English speakers: Suggestions for assessment and intervention. Topics in Language Disorders, 30(3), 189-204.
Iddings, J. G. (2021). Empowering students’ writing through a more useful metalanguage: A language-based approach to high school English language arts. Linguistics and Education, 64, 100956.
Ivy, L. J., & Masterson, J. J. (2011). A comparison of oral and written English styles in African American students at different stages of writing development. Language, Speech, and Hearing Services in Schools.
Johnson, D., & VanBrackle, L. (2012). Linguistic discrimination in writing assessment: How raters react to African American “errors,” ESL errors, and standard English errors on a state-mandated writing exam. Assessing Writing, 17(1), 35-54.
Kawashima, T. Effects of Awareness Raising Activities About World Englishes on EFL Learners. OCJSI, pagers 25-48.
Lee, C. D. (2004). Bridging home and school literacies: Models for culturally responsive teaching, a case for African-American English. Handbook of research on teaching literacy through the communicative and visual arts, 335-345.
Maher, Z. K., Erskine, M. E., Byrd, A. S., Harring, J. R., & Edwards, J. R. (2021). African American English and early literacy: A comparison of approaches to quantifying nonmainstream dialect use. Language, Speech, and Hearing Services in Schools, 52(1), 118-130.
Milu, E. (2021). Diversity of Raciolinguistic Experiences in the Writing Classroom: An Argument for a Transnational Black Language Pedagogy. College English, 83(6), 415-441.
Newkirk-Turner, B. L., Williams, M. C., Harris, T., & McDaniels, P. E. W. (2013). Pre-service teachers' attitudes toward students' use of African American English. Researcher: An Interdisciplinary Journal, 26(2).
Patton-Terry, N., & Connor, C. (2010). African American English and spelling: How do second graders spell dialect-sensitive features of words?. Learning Disability Quarterly, 33(3), 199-210.
Perryman-Clark, S. M. (2013). African American language, rhetoric, and students' writing: New directions for SRTOL. College Composition and Communication, 469-495.
Puranik, C., Branum‐Martin, L., & Washington, J. A. (2020). The Relation Between Dialect Density and the Codevelopment of Writing and Reading in African American Children. Child development, 91(4), e866-e882.
Redd, T. M., & Schuster Webb, K. (2005). Teacher's Introduction to African American English, A: What a Writing Teacher Should Know. The National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096.
Reynolds, B. L., Kao, C. W., & Huang, Y. Y. (2021). Investigating the Effects of Perceived Feedback Source on Second Language Writing Performance: A Quasi-Experimental Study. The Asia-Pacific Education Researcher, 1-11.
Richardson, E. B. (2003). African American literacies. Psychology Press.
Smitherman, G., Villanueva, V., & Canagarajah, S. (2003). Language diversity in the classroom: From intention to practice. Southern Illinois University Press.
Stagg Peterson, S., & Friedrich, N. (2021). Viewing young children’s drawing, talking, and writing through a ‘language as context’lens: implications for literacy assessment. International Journal of Early Years Education, 1-16.
Syrquin, A. F. (2006). Registers in the academic writing of African American college students. Written communication, 23(1), 63-90.
Szpara, M. Y., & Wylie, E. C. (2008). Writing differences in teacher performance assessments: An investigation of African American language and edited American English. Applied linguistics, 29(2), 244-266.
Terry, N. P., Connor, C. M., Thomas-Tate, S., & Love, M. (2010). Examining relationships among dialect variation, literacy skills, and school context in first grade. Journal of Speech, Language, and Hearing Research.
Thompson, C. A., Craig, H. K., & Washington, J. A. (2004). Variable production of African American English across oracy and literacy contexts. Language, speech, and hearing services in schools.
Vire, K. C., & Santillán, J. J. (2021). Effects of epals practices on EFL writing. An action research study with Ecuadorian students. Journal of Language and Linguistic Studies, 17.
Waloyo, E. (2020). Exploring writing strategies of bilingual. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 5(2), 179-190.
Walter, K., Dockrell, J., & Connelly, V. (2021). A sentence-combining intervention for struggling writers: response to intervention. Reading and Writing, 1-26.
Whitney, J. (2005). Five easy pieces: Steps toward integrating AAVE into the classroom. English Journal, 64-69.
Wynter-Hoyte, K., Long, S., Frazier, J., & Jackson, J. (2020). Liberatory praxis in preservice teacher education: claiming Afrocentrism as foundational in critical language and literacy teaching. International Journal of Qualitative Studies in Education, 1-22.
Yarbrough, W. (2021). Playing It Real: Nonsense Poetics, Identity, and African American Poetry for Children and Young Adults. Children's Literature Association Quarterly, 46(2), 178-200.
Zeitlin, J. F. (2021). Learning and Literacy in Mesoamerica: Pre-Hispanic Traditions and the Challenges of Alphabetic Hegemony. In Education beyond Europe (pp. 181-201). Brill.