Development of Auxiliaries in Young Children Learning African American English

Autor/inn/en	Newkirk-Turner, Brandi L.; Oetting, Janna B.; Stockman, Ida J.
Titel	Development of Auxiliaries in Young Children Learning African American English
Quelle	In: Language, Speech, and Hearing Services in Schools, 47 (2016) 3, S.209-224 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2016_LSHSS-15-0063
Schlagwörter	Black Dialects; African American Culture; Young Children; Longitudinal Studies; Age Differences; Language Usage; Syntax; Coding; Working Class; District of Columbia + Suchen Sie Ihr Suchwort? Frühe Kindheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Age; Difference; Age difference; Altersunterschied; Sprachgebrauch; Codierung; Programmierung; Arbeiterklasse
Abstract	Purpose: We examined language samples of young children learning African American English (AAE) to determine if and when their use of auxiliaries shows dialect-universal and dialect-specific effects. Method: The data were longitudinal language samples obtained from two children, ages 18 to 36 months, and three children, ages 33 to 51 months. Dialect-universal analyses examined age of first form and early uses of BE, DO, and modal auxiliaries. Dialect-specific analyses focused on rates of overt marking by auxiliary type and syntactic construction and for BE by surface form and succeeding element. Results: Initial production of auxiliaries occurred between 19 and 24 months. The children's forms were initially restricted and produced in syntactically simple constructions. Over time, they were expanded in ways that showed their rates of marking to vary by auxiliary type, their rates of BE and DO marking to vary by syntactic construction, and their rates of BE marking to vary by surface form and succeeding element. Conclusions: Development of auxiliaries by young children learning AAE shows both dialect-universal and dialect-specific effects. The findings are presented within a development chart to guide clinicians in the assessment of children learning AAE and in the treatment of AAE-speaking children with language impairment. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01