College courses are an important forum for combating the stigmatization of African American Language (AAL). However, there is no comprehensive data regarding where, how, and by whom AAL content is taught. Understanding the landscape of college teaching about AAL could help identify challenges faced by instructors who teach this content, as well as policies or practices that could help support these instructors. We surveyed college instructors (N = 149) in multiple disciplines (primarily Linguistics, Education, English, and Communication Sciences) who teach courses with AAL content. We found patterns in the sources of support and levels of resistance instructors reported. Instructors also expressed varied levels of knowledge and confidence related to teaching about African American Language and Culture. Many of these patterns were correlated with instructors’ racialized identities and language backgrounds. We discuss implications for professional organizations, university department leaders, and instructors who teach AAL content.

大学课程是打击非裔美国人语言 (AAL) 污名化的重要论坛。但是，没有关于 AAL 内容在何处、如何以及由谁教授的全面数据。了解有关 AAL 的大学教学情况有助于确定教授此内容的教师所面临的挑战，以及有助于支持这些教师的政策或做法。我们调查了大学教师 ( N = 149) 在多个学科（主要是语言学、教育学、英语和传播科学）教授 AAL 内容的课程。我们发现了指导者报告的支持来源和阻力水平的模式。教师还表达了与非裔美国人语言和文化教学相关的不同程度的知识和信心。其中许多模式与教师的种族身份和语言背景相关。我们讨论了对专业组织、大学部门负责人和教授 AAL 内容的教师的影响。