Bidialectalism vis-a-vis Bilingualism, with Specific Reference to Black English (and Application to Early Reading).

Autor/in	Kennedy, Dora F.
Titel	Bidialectalism vis-a-vis Bilingualism, with Specific Reference to Black English (and Application to Early Reading).
Quelle	(1973), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bidialectalism; Bilingualism; Child Language; Classroom Techniques; Comparative Analysis; Contrastive Linguistics; Dialects; Elementary Education; Language Research; Language Role; Language Usage; Linguistic Theory; North American English; Reading Instruction; Standard Spoken Usage; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Bilingualismus; 'Children''s language'; Kindersprache; Klassenführung; Linguistics; Kontrastive Linguistik; Dialect; Dialekt; Elementarunterricht; Sprachforschung; Sprachgebrauch; Linguistische Theorie; Amerikanisches Englisch; Leseunterricht; Gesprochene Sprache; Umgangssprache; Theorie-Praxis-Beziehung
Abstract	A discussion of bidialectalism looks at whether it is analogous to bilingualism, particularly in the case of young speakers of Black English, and how this and related considerations may inform reading instruction. Theory and research concerning dialects and bidialectalism, bilingualism and its various types, and linguistic competence and performance are reviewed briefly, and the theories of transformational grammar and language universals are applied comparatively to Black English and standard spoken English. Subsequently, issues in the teaching of standard English to speakers of other dialects are considered, drawing on relevant research literature concerning this and other bidialectal contexts. Four recommendations are made for reading instruction: (1) greater individualization in the approach to beginning reading to accommodate children's different degree and type of mismatch between standard usage and dialect; (2) recording and analysis of the informal speech of each child during the pre-reading phase; (3) teacher training to include some information about North American English dialects, sociolinguistics and language varieties, varied reading instruction techniques including some from second language instruction, and affective training concerning language varieties; and (4) use of recorded materials in which the child reads the text as he listens. Contains 89 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01