This project will implement and evaluate technological supports for African-American Vernacular English(AAVE)-speaking children to learn Standard American English while engaging in problem-based scientific inquiry. The technology consists of virtual peers that collaborate with children to solve a bridge-building problem, while scaffolding the notion that different kinds of language are appropriate for different conversational contexts. The work relies on the recognition that primary school education is based on a set of mainstream oral practices and literacy-preparation skills, and yet all children do not share the same cultural experiences typical of mainstream culture, nor come to school speaking the same dialect of English. Similarly, while traditional science classrooms have emphasized a particular style of scientific discourse, not all children come to school with the mastery of these discourse styles. Scientific inquiry is at the heart of the contemporary science classroom but it is usually defined according to a specific cultural tradition that privileges individual opinion, 'talking back' to the teacher, and criticism of others; a tradition that may not be shared by all students, and which may have ramifications for science achievement among diverse populations. A unique approach for integrating cultural authenticity into learning technology will be pursued: (1) carrying out an in-depth investigation into AAVE peer-oriented language and nonverbal communicative behaviors. The corpus of data obtained from this study will be shared with all interested researchers via the Penn Linguistic Data Consortium; (2) Two technological innovations will extend prior work on virtual peers so as to make possible the current work: (a) PIPER, a new platform for rapid prototyping and implementation of virtual peers so that each of the virtual peers does not require extensive re-implementation as it did in our Flash days; (b) AVP, an authoring system for virtual peers so that children themselves can program the virtual peer as a way of actively engaging with the technology, with code-switching and with collaborative science inquiry and then description of that inquiry to a teacher; (3) evaluating the technologies with respect to their role in improving children?s use of SAE, their educational self-efficacy, and their learning gains in second grade standardized science measures.
The broader significance and important of the work lies in: (1) the potential to substantially increase access to reading, writing, and science literacy for under-served, at-risk children, and to thereby decrease the Black-White achievement gap; (2) technological innovation that will allow other researchers to quickly prototype and implement virtual peers and pedagogical agents that speak different dialects and language, and that can be programmed by their designers, and by their users; (3) an innovative program of dissemination of results and research practices that involves publication and presentation of results, sharing the corpus of data via the Penn Linguistic Data Consortium, but also the involvement of local schools with high populations of African-Americans, local churches and community centers, and informal education institutions such as science centers and children's museums.
