It is estimated that more than half of African-American children in the United States speak African-American English (AAE) which may impact their use of Standard American English (SAE) and negatively affect their academic and future prospects. If they are not able to use the mainstream language (Johnson & Koonce, 201$: Mufwene. 1996: Normore, 2005; Teny, 2006). The purpose of this research study was to investigate the efficacy of providing intervention using contrastive analysis in order to offer AAE speakers the codeswitching benefit, without neglecting cultural affiliations, during writing tasks. In this single-subject multiple baseline design across participants, three elementary school male participants of African American descent, aged 9-10 with mild expressive language disorders and who have similar characteristics of AAE occurrences in SAE writing tasks, were provided with an intervention designed to examine learning of grammatical variances under contrastive analysis to improve codeswitching abilities. Data from the three participants demonstrated positive therapeutic results. The percent accuracy of AAE occurrences decreased from baseline once the intervention was introduced for all participants. findings contribute to the research that contrastive analysis aids AAE speakers to become consciously aware of grammatical differences between formal writing and informal writing. Future research should investigate how the intervention of contrastive analysis affects the standardized expressive language scores of students following longer periods of intervention during the school year.
