Dialect Variation of Copula and Auxiliary Verb BE: African American English-Speaking Children with and without Gullah/Geechee Heritage

Autor/inn/en	Berry, Jessica R.; Oetting, Janna B.
Titel	Dialect Variation of Copula and Auxiliary Verb BE: African American English-Speaking Children with and without Gullah/Geechee Heritage
Quelle	In: Journal of Speech, Language, and Hearing Research, 60 (2017) 9, S. 2557-2568 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2017_JSLHR-L-16-0120
Schlagwörter	Forschungsbericht; Black Dialects; Verbs; African American Students; Preschool Children; Creoles; English; Native Language; Comparative Analysis + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kreole; English language; Englisch
Abstract	Purpose: We compared copula and auxiliary verb BE use by African American English-speaking children with and without a creole heritage, using Gullah/Geechee as the creole criterion, to determine if differences exist, the nature of the differences, and the impact of the differences on interpretations of ability. Method: Data came from 38 children, aged 5 to 6 years (19 with Gullah/Geechee and 19 without Gullah/Geechee heritage). All were developing language typically, with groups matched on gender, maternal education, and, when possible, test scores. The children's productions of BE were elicited using a screener, probes, and language samples. Results: Although many similarities were documented, the 2 groups' BE systems differed in 3 ways: use of unique forms (i.e., "d?"), unique use of shared forms (i.e., BEEN), and rates of use of shared forms (e.g., "am," "is," "was"/"were," "was" for "were"). Although most noticeable in the language samples, differences surfaced across tasks and showed the potential to affect interpretations of ability. Conclusions: Dialect variation that is tied to children's creole heritage exists, involves 3 types of variation, and potentially affects interpretations of ability. Effects of a heritage language and different types of variation should be considered in research and clinical endeavors with African American English-speaking children. (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: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01