












































Georgia Journal of Literacy 
2025, Vol. 47(1), pp. 79–83 
https://doi.org/10.56887/galiteracy.181 
ISSN: 2833-7611 

Teaching Tips  

 
 

 

CONTACT Dr. Melissa Comer, Professor, Department of Curriculum & Instruction, Tennessee Tech University, Oak 
Ridge, TN; email mcomer@tntech.edu. 
 

Teaching with a Twist: Embracing Appalachian 
(and Other) Dialects—Y’all Ready for This?  
 
Melissa Comer 
Tennessee Tech University, Oak Ridge, TN 

 

ABSTRACT 

Situated within the Appalachian region, I celebrate dialect diversity within the 
courses I teach. Appalachian English, a recognized marginalized language variety, 
is my own dialectical heritage and that of my students. As such, I reinforce the notion 
that home languages, i.e., dialects, have a place in English language arts instruction 
in a direct, not peripheral, manner. To build students up in their use of their home 
languages, to help children see the value in native speech patterns, and to know that 
no single voice can represent an entire region, engaging in language and culture 
studies that reinforce the dialect and region in a positive manner is a must. Focusing 
on books that promote the Appalachian area and people group in a way that is free 
of stereotypes is central to supporting the acceptance of this marginalized language 
variety. Additionally, including intentional activities that highlight the richness of 
language serves to celebrate students’ voices and cultural histories. 

KEYWORDS 

Appalachian 
English; 
marginalized-
language variety; 
dialect 
acceptance in 
schools; writing 

 
rowing up poor in the rural South, the Appalachian Mountains were my playground. 
Traipsing their hills, I learned to appreciate and respect nature. Using empty plastic milk 
jugs as sleds, my siblings and I discovered the joy of flying down a hard-packed dirt hill 

at a breakneck speed. It was the closest we ever came to bobsledding. We dug for buried treasures, 
skipped rocks across ponds, and chased lightin’ bugs (a.k.a., fireflies). Attending a K–12 
community school, I knew my teachers, some of them personally; intuitively, I recognized they 
cared about me as a student and as a person. They held me accountable for my academics and my 
actions. Teaching holistically, they adopted Maslow’s hierarchy of needs, realizing that education 
is more than just academics, a lesson I take with me into my own teacher education courses.  

Looking back, it may be that my glasses have a rose-colored tint. School was not perfect 
(nor do I think it needs to be). There was no diversity, at least not in the most commonly viewed 
terms of race and ethnicity. And, truthfully, there were few socio-economic differences. We were 
all poor, living paycheck to paycheck or on government assistance. We all spoke the same rich 
Appalachian dialect, so linguistic variations were, for the most part, nonexistent. Regardless, many 
of us secretly carried the stigma of speaking hillbilly (a term I overheard a group of non-native 
well-meaning teachers call our speech). Sensing that speaking in this manner brought with it a 
degree of pity, I determined to eradicate, or at least hide, my dialectical heritage. As such, I erased 
‘youns’ and ‘y’all’ from my conversations, quit saying ‘reckon’ and ‘fixin’ too, and even 
contemplated calling my grandparents something other than ‘mamaw’ and ‘papaw.’ My new voice 
was uncomfortable, as if I were wearing someone else’s skin. In essence, I no longer trusted, as 
Lyon (2014) calls it, my first voice—“the one tuned by the people and place that made [me]” (p. 

G 

mailto:mcomer@tntech.edu


80 Georgia Journal of Literacy 47(1)  
 

   
 

187). Little did I know then that this was the beginning of my linguistic journey, one that would 
follow me into adulthood and my own teaching career. 

Appalachian English, a recognized marginalized language variety (Clark & Hayward, 
2013; Cummings-Lilly & Forrest-Bank, 2019; Siegel, 2006), plays a critical role in shaping the 
identities and experiences of those of us who call this region home. As such, it is essential to affirm 
that our home language, i.e., dialect, occupy a central place in English language arts instruction 
rather than being relegated to the periphery. By fostering an environment where students can 
appreciate the value of their native speech patterns (and other rich dialects), we can help them 
understand that no single voice can encapsulate the entirety of a region (Winchester, 2020). This 
approach necessitates engaging in language and culture studies that positively reinforce one’s 
dialect and its associated heritage. Central to this effort is the selection of literature that portrays 
the Appalachian people, their language, and their stories in an authentic manner, free from 
stereotypes (see Table 1 for an Appalachian children’s and young adult booklist). It should be 
noted that although this paper focuses on the Appalachian dialect and culture, the premise 
discussed can and should be adapted to other linguistic patterns.  
 
Table 1: Appalachian Children’s and Young Adult Book List 

Title Author(s) Copyright Publisher 
Down Cut Shin Creek: The Pack Horse 

Librarians of Kentucky 
Kathi Appelt & Jean 
Cannella Schmitzer 2001 Harper Collins 

Publishers 

Ashpet: An Appalachian Tale Joanne Compton 1994 Holiday House 

Knoxville, Tennessee Nikki Giovanni 1994 Scholastic Trade 
Publishers 

When Uncle Took the Fiddle Libba Moore Gray 1999 Orchard Books 

That Book Woman Heather Henson 2008 Atheneum Books 

Saturdays and Teacakes Lester Laminack 2004 Peachtree Publishers 

With a Hammer for My Heart George Ella Lyon 2014 The University Press of 
Kentucky 

Molasses Man Kathy May 2000 Holiday House 

A is for Appalachia: The Alphabet Book of 
Appalachian Heritage Linda Hager Pack 2002 Harmony House 

Publishers. 

When I Was Young in the Mountains Cynthia Rylant 1982 Reading Rainbow 

The Relatives Came Cynthia Rylant 1985 Simon and Schuster 

Silver Packages Cynthia Rylant 1997 Orchard Books 

Appalachia: The Voices of Sleeping Birds Cynthia Rylant 1998 Harcourt Brace and 
Company 

Affrilachia: Poems Frank X. Walker 2020 Ohio University Press 
Distributed Titles 

The Serpent King Jeff Zentner 2016 
Crown Books for Young 
Readers/ 
Random House 

 
Furthermore, including intentional activities—such as the one described below—that 

celebrate the richness of language patterns honors students’ voices and recognizes their cultural 
histories. This approach encourages students to explore both their own dialects and the linguistic 
heritages of others. It also has the potential to engage students in critical thinking, encouraging 



Comer 81 
 

   
 

them to question their own assumptions and examine how language and culture intersect through 
an authentic lens. Additionally, the multimodal approach of connecting students' spoken language 
experiences and cultural backgrounds to written text, along with visual support, improves 
comprehension, engagement, and literacy development. This is particularly beneficial for students 
whose dialects differ from the standard form taught in school, as it makes learning more relevant 
and accessible by affirming their unique linguistic identities. Exploring different linguistic and 
cultural perspectives, the activity also provides students with a broader lens through which to 
analyze text, particularly the author’s background and intended audience. 
 
Appalachian Language Book 
Using an online bookmaker like Bookemon (bookemon.com), students create a book that explores 
Appalachian vocabulary, phrases, and pronunciations. They build on the language patterns of their 
life and/or the area, explaining the meaning of the entries. For example, most of us who are native 
to Appalachia understand that Blackberry Winter is a cold spell that occurs in May, just as the wild 
blackberry bushes begin to bloom. We also know that we should avoid a polecat or skunk at all 
costs. In creating the book, students celebrate the region’s linguistic richness by highlighting the 
uniqueness of the dialect and the culture that influences it. The online digital tool allows students 
to write and illustrate a book they can share with each other, their families, and their community. 
Beyond this, Bookemon also permits students to purchase their books in hard copy, becoming, in 
essence, a published author. See Table 2 for assignment details and Table 3 for its associated rubric 
as well as a modified example, i.e., Rednecks, Hillbillies, and Hicks: Exploring the Language and 
Culture of a Place, of the assignment I created at https://www.bookemon.com/flipread/1040897/
rednecks-hillbillies-and-hicks&refid=l8w2p. 
 
Table 2: Appalachian Language and Culture Book Assignment Details 

Assignment Component Description and Directions 

Objective 
The goal of this assignment is to research, create, and publish an online book that 
explores the rich language and culture of the Appalachian region. You will use a 
digital tool like Bookemon to design and present your findings in an engaging and 
informative format. 

Assignment Overview 

Conduct thorough research on various aspects of Appalachian language and culture. 
Focus on topics such as dialect, folklore, music, art, food, traditions, and 
contemporary issues facing the region. Utilize credible sources, including books, 
articles, interviews, and online resources as well as your own personal knowledge or 
experience with the dialect and culture. 

Content Development 

Organize your research into coherent sections. Each section should highlight a 
different aspect of Appalachian culture and/or language. Sections to include: 
Introduction (overview of Appalachian culture and language), Dialects & 
Linguistic Features (examples of Appalachian grammar, vocabulary, phrases, and 
their meanings, etc.). Cultural Characteristics (descriptions and/or illustrations of 
traits unique to the area). Note: You may include other sections/things of your choice. 

Book Creation 
Using Bookemon or a similar digital tool, design your online book. Pay attention to 
layout, visuals, and multimedia elements (such as images, videos, or audio clips) 
that enhance the reader's experience. Ensure that your book is visually appealing 
and easy to navigate. 

Citations and References Include a bibliography of your sources at the end of your book. Use a consistent 
citation style (e.g., APA, MLA) to acknowledge the resources you consulted. 

 

https://www.bookemon.com/
https://www.bookemon.com/
https://www.bookemon.com/flipread/1040897/%E2%80%8Crednecks-hillbillies-and-hicks&refid=l8w2p
https://www.bookemon.com/flipread/1040897/%E2%80%8Crednecks-hillbillies-and-hicks&refid=l8w2p
https://www.bookemon.com/
https://www.bookemon.com/


82 Georgia Journal of Literacy 47(1)  
 

   
 

Table 3: Appalachian Language and Culture Book Rubric 

Criterion Excellent (4) Good (3) Fair (2) Poor (1) 

Content Accuracy 
Thoroughly researched, 
accurate information with 
credible sources. 

Mostly accurate with 
minor errors; 
generally credible. 

Some inaccuracies; 
misrepresents key 
concepts. 

Numerous 
inaccuracies; lacks 
credible sources. 

Cultural 
Representation 

Rich and nuanced 
portrayal; includes 
diverse Appalachian 
perspectives. 

Good representation; 
lacks depth in some 
areas. 

Limited 
representation; 
focuses narrowly on 
culture. 

Misrepresents or 
oversimplifies culture. 

Language and 
Dialect 

Deep understanding of 
language and dialect 
exhibited with several 
authentic examples. 

Adequate 
understanding: some 
authentic examples 
present. 

Limited 
understanding: few 
examples or 
authenticity is 
questionable. 

Little understanding; 
no authentic 
examples. 

Engagement and 
Accessibility 

Highly engaging; 
accessible to a wide 
audience. 

Generally engaging; 
mostly accessible, 
with some 
challenging sections. 

Somewhat engaging; 
may be difficult for 
certain audiences. 

Not engaging, 
confusing, or 
inaccessible to most 
readers. 

Visual and 
Multimedia 
Elements 

Excellent use of visuals 
and multimedia; 
enhances understanding 
and engagement. 

Good use of visuals 
and/or multimedia 
that mostly supports 
content. 

Limited visuals or 
multimedia and/or 
visuals that may not 
enhance 
understanding. 

Little to no visuals or 
multimedia; detracts 
from the content. 

Organization, 
Structure & 

Editing 

Well-organized, virtually 
error-free, clear structure 
that enhances 
comprehension and flow. 

Acceptable 
organization, a few 
errors, some sections 
are unclear. 

Poorly organized, 
several errors, difficult 
to follow the main 
points. 

Disorganized, an 
abundance of errors, 
lacks coherent 
structure. 

Citations and 
References 

All sources cited correctly 
in a consistent style; 
comprehensive 
bibliography. 

Adequate number of 
sources present, cited 
correctly and 
consistently 

Limited sources 
present; several 
inconsistencies or 
some missing 
citations. 

Few or no citations; 
fails to acknowledge 
sources. 

 
Conclusion 
O’Mahoney (2018) reminds us that we need to raise awareness among our educators. By doing so, 
we can integrate more culturally appropriate instructional practices, including dialect acceptance. 
“In a society,” O’Mahoney argues, “where it is felt that no ethnicity, religion, and gender should 
be considered better or worse than any others, it follows that a person’s language(s) or dialect(s) 
should likewise not be associated with any kind of stigma” (p. 221). He, of course, is right. Poet 
Rhina Espaillat (1998), when told by her father to speak “English outside this door, Spanish 
inside,” questioned, “But who can divide the world, the word (mundo y palabra) from any child?” 
(p. 60). Herein lies the most simple and critical answer: No one. Words, languages, cultures, and 
yes, dialects, are part of who we are; they make us, us. As such, they deserve to be explored and 
welcomed in the English classroom. 
 
References 
Clark, A., & Hayward, N. (Eds.). (2013). Talking Appalachian: Voice, identity, and community. 

University Press of Kentucky.  
Cummings-Lilly, K. T. & Forrest-Bank, S. S. (2019). Understanding Appalachian 

microaggression from the perspective of community college students in Southern West 



Comer 83 
 

   
 

Virginia. The Journal of Sociology & Social Welfare, 46(2), 125–153. https://doi.org/
10.15453/0191-5096.4097 

Espaillat, R. (1998). Bilingual/Bilingüe. In R. Espaillat (Ed.), Where horizons go (p. 60). New 
Odyssey Books. 

Lyon, G. E. (2014). Voiceplace. In A. D. Clark & N. M. Hayward (Eds.), Talking Appalachian: 
Voice, identity, and community (pp. 185–192). University Press of Kentucky. 

O’Mahony, C. T. (2018). An analysis of dialects and how they are neither linguistically superior 
nor inferior to one another. International Journal of Humanities, Arts, and Social Sciences, 
4(5), 221–226. https://doi.org/10.20469/ijhss.4.10004-5 

Siegel, J. (2006). Language ideologies and the education of speakers of marginalized language 
varieties: Adopting a critical awareness approach. Linguistics and Education, 17(2), 157–
174. https://doi.org/10.1016/j.linged.2006.08.002 

Winchester, K. (2020, Dec. 11). Fifteen books about Appalachia to read instead of Hillbilly Elegy. 
Book Riot. https://bookriot.com/books-about-appalachia/ 

 

 
Received: November 20, 2024 | Accepted: February 17, 2025 | Published: May 20, 2025 

https://doi.org/10.15453/0191-5096.4097
https://doi.org/10.15453/0191-5096.4097
https://doi.org/10.20469/ijhss.4.10004-5
https://doi.org/10.1016/j.linged.2006.08.002
https://bookriot.com/books-about-appalachia/

	Table 1: Appalachian Children’s and Young Adult Book List
	Appalachian Language Book
	Table 2: Appalachian Language and Culture Book Assignment Details
	Table 3: Appalachian Language and Culture Book Rubric

	Conclusion
	References

