Dialects in Schools and Communities

Adger, Carolyn Temple; Wolfram, Walt; Christian, Donna

doi:10.4324/9781410616180

Cited by 17 publications

(26 citation statements)

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“…In contrast, gifted education classrooms were more ethnically mixed than general education classrooms. Therefore, children in gifted education classrooms may have had more opportunities to use MAE, a language variety of wider communication (Adger et al, 2007), than children in general education classrooms.…”

Section: Discussionmentioning

confidence: 99%

“…Dialect variation from Mainstream American English (MAE)—the dialect of wider communication in the U.S. (Adger et al, 2007)—was characterized by Part I of the Diagnostic Evaluation of Language Variation-Screening Test (DELV-S; Seymour, Roeper, de Villiers, & de Villiers, 2003). The DELV-S, by criterion scores, categorizes children's spoken language as having no, some, or strong variation from MAE.…”

Section: Methodsmentioning

confidence: 99%

“…Ford et al (2008) found that the deficit perspectives that educators held toward students of color had a negative impact on both the recruitment and retention of culturally and linguistically diverse students in gifted education. As one contributor to these perspectives, teachers may hold negative language ideologies toward AAE—a systematic, rule-governed language variety of American English spoken by individuals across the socioeconomic spectrum who stem from or reside in African American speech communities within the U.S. (Adger, Wolfram, & Christian, 2007). Accordingly, teachers’ negative language ideologies toward AAE led to their deeming its speakers of inferior intelligence to speakers of Mainstream American English (MAE; Blake & Cutler, 2003).…”

Section: African American Children and Giftednessmentioning

confidence: 99%

“…Accordingly, teachers’ negative language ideologies toward AAE led to their deeming its speakers of inferior intelligence to speakers of Mainstream American English (MAE; Blake & Cutler, 2003). Mainstream American English is the dialect of wider communication (Adger et al, 2007). As such, MAE is the language variety most used in official settings such as classrooms.…”

Section: African American Children and Giftednessmentioning

confidence: 99%

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Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Mills

2015

Am J Speech Lang Pathol

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Purpose This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Method 43 children, grades 2 through 5, each generated fictional narratives in response to the Frog, Where Are You? book (Mayer, 1969). Differences in performance on traditional narrative measures (total number of C-units, number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted- and general education classrooms were examined. Results Classroom-based differences in TNCU, NDW, and MLU-w did not exist. Children in gifted education classrooms produced narratives with lower DDM than did children in general educated classrooms. Direct logistic regression assessed whether narrative DDM scores offered additional information about giftedness beyond scores on the PPVT-4—a standard measure of language ability. Results indicated that a model with only PPVT-4 scores best discriminated children in the two classrooms. Conclusion African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than children in general education classrooms.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: African American Children and Giftednessmentioning

confidence: 99%

Section: African American Children and Giftednessmentioning

confidence: 99%

See 2 more Smart Citations

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Mills

2015

Am J Speech Lang Pathol

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“…As sociolinguists have documented, all languages include multiple varieties, all of which are valid and logical, possessing distinctive grammatical, phonological, lexical, and pragmatic patterns (Adger, Wolfram, & Christian, 2007). Acknowledging that there is no politically neutral or "perfect" term to refer to the language variety privileged in mainstream educational, professional, and civic institutions, we have chosen to use the term Standardized English rather than Standard English to refer to this variety because it emphasizes that the language variety that is most privileged in the U.S. is in a constant state of being "standardized" by being continually portrayed as the language variety that is most "correct" or "proper" (Charity-Hudley & Mallinson, 2010).…”

Section: Introductionmentioning

confidence: 99%

Pre-service English Language Arts teachers’ development of Critical Language Awareness for teaching

Godley

Reaser

Moore³

2015

Linguistics and Education

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Bidialectal African American Adolescents' Beliefs About Spoken Language Expectations in English Classrooms

Godley¹,

Escher²

2012

J Adolescent & Adult Lit

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This article describes the perspectives of bidialectal African American adolescents—adolescents who speak both African American Vernacular English (AAVE) and Standard English—on spoken language expectations in their English classes. Previous research has demonstrated that many teachers hold negative views of AAVE, but existing scholarship has not considered the perspectives of students themselves. For this study, 51 African American adolescents were asked to write about the dialects they thought students should speak in their English classes. Most students noted that speaking Standard English in professional situations was important, but they expressed diverse opinions about dialect use in their English classes. Students' opinions centered on four themes: (1) fear of external judgment, (2) desire for clear communication, (3) maintenance of identity, and (4) demonstration of respect. The article concludes with suggestions for productive instructional approaches to spoken language and dialect use during literacy activities.

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Dialects in Schools and Communities

Cited by 17 publications

References 0 publications

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Pre-service English Language Arts teachers’ development of Critical Language Awareness for teaching

Bidialectal African American Adolescents' Beliefs About Spoken Language Expectations in English Classrooms

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