Variable Production of African American English across Oracy and Literacy Contexts

Autor/inn/en	Thompson, Connie A.; Craig, Holly K.; Washington, Julie A.
Titel	Variable Production of African American English across Oracy and Literacy Contexts
Quelle	In: Language, Speech, and Hearing Services in Schools, 35 (2004) 3, S.269-282 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2004/025)
Schlagwörter	African American Students; Literacy; North American English; Black Dialects; Grade 3; Oral Reading; Writing (Composition); Phonology; Language Processing; Code Switching (Language) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Alphabetisierung; Schreib- und Lesefähigkeit; Amerikanisches Englisch; School year 03; 3. Schuljahr; Schuljahr 03; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Schreibübung; Fonologie; Sprachverarbeitung
Abstract	Many African American students produce African American English (AAE) features that are contrastive to Standard American English (SAE). The AAE-speaking child who is able to dialect shift, that is, to speak SAE across literacy contexts, likely will perform better academically than the student who is not able to dialect shift. Method: This investigation examined the AAE productions of 50 typically developing African American third graders across three language contexts--picture description, oral reading of SAE text, and writing. Results: All participants produced AAE during picture description. A downward shift in contrastive AAE features was evident between spoken discourse and the literacy contexts. More students produced more AAE features during picture description than writing. Both morphosyntactic and phonological features characterized the picture description context. Phonological features predominated during oral reading. In contrast, morphosyntactic features were the most dominant feature in writing. Clinical Implications: The findings are discussed in terms of dialect-shifting abilities of African American students and the role of writing as a special context to support their entry into dialect shifting. (Author).
Anmerkungen	American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. Tel: 301-897-5700, ext. 4164; Fax: 301-897-7348.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10