Language Use and Development in Third-Person Singular Contexts: Assessment Implications

Autor/inn/en	Newkirk-Turner, Brandi L.; Green, Lisa
Titel	Language Use and Development in Third-Person Singular Contexts: Assessment Implications
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 1, S.16-30 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newkirk-Turner, Brandi L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Black Dialects; Children; Language Usage; Grammar; African Americans; Imitation; Morphemes; Speech Language Pathology; Preschool Language Scale + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Sprachgebrauch; Grammatik; Afroamerikaner; Morphem
Abstract	Purpose: The purpose of this assessment-focused clinical focus article is to increase familiarity with African American English (AAE)-speaking children's pattern of language use in third-person singular contexts and to discuss implications for speech-language assessments of developing AAE-speaking children. Method: The clinical focus draws on descriptive case study data from four typically developing child speakers of AAE who are between the ages of 3 and 5 years. The children's data from three different sources--sentence imitation, story retell, and play-based language samples--were subjected to linguistic analyses. Results: The three sources of linguistic data offered different insights into the children's production of -"s" and other linguistic patterns in third-person singular contexts. Conclusions: This study underscores the importance of exploring developing child AAE from a descriptive approach to reveal different types of information about patterns of morphological marking in different linguistic contexts, which is crucial in assessing developing AAE. Implications for language assessment are discussed. (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	2024/1/01