ABSTRACT This article explores how centering Black Language within reading instruction can transform early literacy outcomes and affirm student identity. Written from the perspective of a Black, bidialectal speech‐language pathologist (SLP), the piece challenges traditional, corrective models of literacy by highlighting the pedagogical power of Black Language. Drawing on Black Language, linguistic justice, and literacy scholarship, the article presents classroom‐ready practices—such as metalinguistic awareness activities, culturally relevant read‐alouds, code‐meshing awareness, and phonological instruction grounded in students' native language—that affirm linguistic sovereignty and enhance engagement. Through narrative reflection, instructional examples, and student responses, the article illustrates how SLPs and educators can collaboratively implement linguistically affirming practices that reframe dominant language ideologies. Incorporating Black Language is not simply an instructional choice—it is a justice‐oriented stance that reimagines literacy as a site of empowerment, belonging, and cultural pride.
Alexis Lawton (Fri,) studied this question.