A Critical Analysis Exploring the Role of African American English and American Sign Language in Shaping Literacy Development.

Purpose: This critical literature review examines how African American English (AAE) and American Sign Language (ASL)--including Black ASL--shape literacy development in Black Deaf students. It situates these linguistic systems within broader historical and contemporary contexts of literacy acquisition, highlighting systemic inequities in educational practices that marginalize nonstandard dialects and visual languages. Understanding these dynamics is essential to developing more inclusive and effective literacy instruction that honors the linguistic identities of Black Deaf learners. Method: Drawing from sociocultural theory, (socio)cognitive theory, poststructuralism, and critical race theory, this literature review employs a thematic synthesis to analyze how these frameworks illuminate the complex interplay between language, identity, and literacy development among Black Deaf students. The review integrates empirical and theoretical studies across hearing and Deaf populations, situating findings within broader historical and societal literacy trends. It also addresses contemporary challenges such as multilingualism and the role of nonpublic educational settings in shaping literacy outcomes. Results: The findings reveal that prevailing educational systems frequently rely on deficit-based models that marginalize AAE and ASL, thereby limiting literacy opportunities for Black Deaf students. The literature advocates for a shift toward diversityaffirming frameworks that recognize AAE and ASL as vital cognitive and cultural assets supporting literacy acquisition. Key themes include the importance of culturally responsive pedagogy and inclusive educational policies that validate students' linguistic identities, dismantle systemic biases, and foster equitable literacy development. These insights underscore the need for educational practices that integrate students' home languages and social contexts to promote academic success. Conclusions: Affirming AAE and ASL in educational settings is essential for promoting equitable literacy development. The review recommends integrating these theoretical perspectives into policy reform and within the fields of education and speech-language pathology. Future research should explore the roles of family, community, and multimodal literacy practices in supporting Black Deaf learners across diverse educational contexts. [ABSTRACT FROM AUTHOR]