Black English

About the Black English Language Workgroup

The Black English Language Workgroup is a collaborative partnership of organizations committed to advancing language justice for Black children in early childhood education. The workgroup brings together BlackECE, Californians Together, Catalyst California, and Early Edge to challenge harmful language hierarchies and affirm Black English as a legitimate, rule-governed language rooted in Black history, culture, and community.

Grounded in research, community knowledge, and lived experience, the workgroup centers the voices of Black families, educators, and advocates to address how language bias shows up in early learning spaces—and how it can be dismantled. Together, the partners work to shift narratives, strengthen practice, and influence policy so Black children’s home languages are honored as assets rather than deficits.

The Brilliance and Importance of Affirming Black English in Early Childhood Education

The Black English Knowledge Brief series is a set of practical, accessible resources developed by the Black English Language Workgroup to support educators, caregivers, administrators, and advocates in affirming Black English in early childhood settings.

Each brief explores a key aspect of Black English—what it is, its historical and cultural significance, and why language affirmation matters for children’s identity, belonging, and learning. The series also connects research to real-world practice and policy, offering guidance for creating language-affirming environments that honor Black children and families.

Together, the Knowledge Briefs and accompanying webinar series are tools for learning, reflection, and action—supporting a collective shift toward language-affirming systems, dignity, and linguistic justice in early care and education.

Explore the Knowledge Briefs


 

 

Black English Webinar Series

This three-part webinar series brings together parents, educators, advocates, researchers, and community leaders to explore Black (English) Language as a rule-governed language and a powerful asset in children’s identity, belonging, and early literacy development. Through shared learning, research, history, and policy dialogue, participants will strengthen their ability to advance language-affirming practices that uplift Black children and families across early childhood systems.

Participants built foundational understanding, addressed common misconceptions, and considered how language affirmation strengthens belonging and learning for young children. This session featured panelists from organizations that formed a collaborative workgroup to develop this webinar series and the accompanying Black (English) Language Knowledge Briefs. Panelists shared insights from their collective efforts and discussed how these resources can support educators and advocates in advancing language-affirming practice.
The second webinar deepens the series by examining the historical roots of Black (English) Language and its connection to early literacy development. Centering community knowledge and parent–child relationships, this session highlights how honoring home language is grounded in the wisdom of families and cultural insiders and shapes how young children come to understand language and learning. Join us for a dynamic conversation with a special guest speaker, moderated by Dr. Ash from Black Californians United for Early Care and Education (BlackECE). The session will draw from family and community listening sessions to connect history, language, and literacy, offering grounded insights that support language-affirming practice across early childhood settings.

The final webinar concludes the series by focusing on advocacy and policy pathways that support language-affirming systems. Participants will examine how Black (English) Language can be recognized within broader understandings of Dual Language Learners and why naming it as a rule-governed language matters for early childhood policy and practice. This session offers practical insights for educators, administrators, and advocates supporting providers, children, and families who speak Black (English) Language—while contributing to inclusive policy conversations at the local, state, and national levels.

Acknowledgements

This work would not have been possible without the dedicated efforts and contributions of the members of this workgroup, who have generously given their time, expertise, and lived experience to this endeavor:

  • Carolyne Crolotte, MA, Early Edge California
  • JunHee Doh, Catalyst California
  • Eduardo Gutierrez, Early Edge California
  • Karina Suzette Hernandez, Catalyst California
  • Keisha Nzewi, MPH, Black Californians United for Early Care of Education
  • Dubrea Sanders, Black Californians United for Early Care and Education
  • Mario Snow, Californians Together
  • Samantha Thompson, MBA, Black Californians United for Early Care and Education
  • Asha Mixon, Black Californians United for Early Care and Education

The dedication, collaboration, and commitment reflected throughout this work has been under the leadership of Lisa Wilson, Connected Minds Consulting Group, LLC.Â