African American English-Speaking Students: A Longitudinal Examination of Style Shifting from Kindergarten through Second Grade

Autor/inn/en	Craig, Holly K.; Kolenic, Giselle E.; Hensel, Stephanie L.
Titel	African American English-Speaking Students: A Longitudinal Examination of Style Shifting from Kindergarten through Second Grade
Quelle	In: Journal of Speech, Language, and Hearing Research, 57 (2014) 1, S.143-157 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2013/12-0157)
Schlagwörter	African American Students; Black Dialects; English; Standard Spoken Usage; Longitudinal Studies; Elementary School Students; Kindergarten; Grade 1; Grade 2; Reading Achievement; Language Skills; Public Schools; Code Switching (Language); Reading Instruction; Expectation + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; English language; Englisch; Gesprochene Sprache; Umgangssprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Leseleistung; Language skill; Sprachkompetenz; Public school; Öffentliche Schule; Leseunterricht; Expectancy; Erwartung
Abstract	Purpose: The purpose of this longitudinal study was twofold: to examine shifting from African American English (AAE) to mainstream American English (MAE) across the early elementary grades, when students are first exposed to formal instruction in reading; and to examine how metalinguistic and cognitive variables influenced the students' dialectal adaptations from AAE to MAE in a literacy context with higher expectations for MAE. Method: Participants were 102 typically developing AAE-speaking students enrolled in public schools in the northern Midwest. They were enrolled in the project at kindergarten and tested 3 times a year, for 3 years. Approximately half were male and half female, and two-thirds were from low socioeconomic status homes. Results: A style shifting coefficient (SSC) was created to measure amounts of dialect change between contexts and over time by individuals. Some students shifted to MAE in literacy contexts, and shifting was not related to grade. Metalinguistic skills and SSC predicted reading, and metalinguistic skills predicted the SSC at 2nd grade. The findings indicated that cognitive executive functions may contribute to the SSC. Conclusions: The results provide strong support for the dialect shifting-reading achievement hypothesis and indicated that metalinguistic and perhaps executive functioning are important influences on this linguistic adaptation. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10