Exploring Students’ Perceptions of African American Vernacular English (AAVE) in English Learning Contexts at University

Valen Alka Bilal Ananda, Wahyudin Wahyudin, Maghfira Maghfira, Mochtar Marhum

Abstract


African American Vernacular English (AAVE) is a rule-governed variety of English that remains marginalized in many EFL classrooms, where Standard English dominates instruction. In Indonesia, students are increasingly exposed to AAVE through digital media, yet little is known about their perceptions of this variety. This study explored students' perceptions of AAVE in English learning contexts at Tadulako University. Using a descriptive qualitative design, semi-structured interviews were conducted with 3 eighth-semester English Education students, and the data were analyzed thematically. The findings revealed three themes: students' initial impressions and emotional responses, their views on AAVE's legitimacy and place in education, and the role of media in shaping their perceptions and language use. Overall, participants viewed AAVE as a legitimate and culturally meaningful variety of English while recognizing Standard English as more appropriate for formal academic contexts. The findings highlight the value of introducing diverse English varieties in EFL classrooms.

Keywords


African American Vernacular English, EFL Students, Language Attitudes, Linguistic Diversity, Students’ Perceptions

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DOI: https://doi.org/10.31004/jele.v%25vi%25i.3039

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