Oral Narrative Performance of African American Prekindergartners Who Speak Nonmainstream American English

2013 ◽  
Vol 44 (3) ◽  
pp. 291-305 ◽  
Author(s):  
Nicole Patton Terry ◽  
Monique T. Mills ◽  
Gary E. Bingham ◽  
Souraya Mansour ◽  
Nancy Marencin
Keyword(s):  
African American ◽  
American English ◽  
Oral Narrative ◽  
Narrative Performance

Students' Production of Narrative and AAE Features During an Emergent Literacy Task

2013 ◽  
Vol 44 (3) ◽  
pp. 227-238 ◽  
Author(s):  
Rachel E. Schachter ◽  
Holly K. Craig
Keyword(s):  
African American ◽  
Emergent Literacy ◽  
American English ◽  
Oral Narrative ◽  
Past Tense ◽  
Main Theme ◽  
Narrative Development ◽  
Story Grammar ◽  
Narrative Functions ◽  
The Individual

Purpose This study examined child production of narrative features and of African American English (AAE) during a wordless storybook oral narrative task. Method Participants were 30 AAE-speaking African American kindergarten and 1st grade students from low- and mid-socioeconomic status homes. Story grammar (SG), story literary technique (SLT), and AAE features were examined. Results Young AAE-speaking students used a variety of SG narrative features to develop the plot in their oral stories. Students also used multiple SLT elaborative features, though some techniques were used more frequently than others. The total SLT score positively predicted the total SG score, and the individual SLTs of adverbs or adjectives, references to the main theme, and character interactions were positively correlated with the total SG score. AAE-feature production rates did not predict the total SG score. However, several individual AAE features served specific narrative functions, with the preterite had, zero past tense, zero preposition, fitna/sposeta/bouta, and double marking features often being used to relay complicating actions within the narratives. Conclusion Young children used both AAE and elaborative features in their narratives. Particular AAE features facilitated plot development, and the use of more elaborative features positively predicted higher narrative development scores.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Zero Marking of Past Tense in Child African American English

2014 ◽  
Vol 21 (4) ◽  
pp. 173-181 ◽  
Author(s):  
Ryan Lee ◽  
Janna B. Oetting
Keyword(s):  
African American ◽  
American English ◽  
African American English ◽  
Current Paper ◽  
Past Tense ◽  
Typically Developing ◽  
Grammatical Function

Zero marking of the simple past is often listed as a common feature of child African American English (AAE). In the current paper, we review the literature and present new data to help clinicians better understand zero marking of the simple past in child AAE. Specifically, we provide information to support the following statements: (a) By six years of age, the simple past is infrequently zero marked by typically developing AAE-speaking children; (b) There are important differences between the simple past and participle morphemes that affect AAE-speaking children's marking options; and (c) In addition to a verb's grammatical function, its phonetic properties help determine whether an AAE-speaking child will produce a zero marked form.

Complex Syntax Production of African American Preschoolers

2001 ◽  
Vol 44 (5) ◽  
pp. 1083-1096 ◽  
Author(s):  
Sandra C. Jackson ◽  
Joanne E. Roberts
Keyword(s):  
African American ◽  
Home Environment ◽  
American English ◽  
African American English ◽  
Environment Factors ◽  
Complex Syntax ◽  
The Mean ◽  
American Children ◽  
Mean Length Of Utterance

This study examined changes in the complex syntax production of 85 3- and 4-year-old African American children and the role of child (i.e., gender, age, African American English) and family (i.e., home environment) factors. The mean percentage of utterances containing one or more complex syntax forms was 6.2% at 3 years and 11.7% at 4 years. Girls produced more complex syntax forms than did boys. Complex syntax production increased significantly between age 3 and age 4 and correlated positively with mean length of utterance in words. Children from more responsive and stimulating home environments produced more complex syntax at 4 years. African American English was not related to the amount of complex syntax used.

Eighteenth-Century Sierra Leone English

1999 ◽  
Vol 20 (1) ◽  
pp. 1-34 ◽  
Author(s):  
Michael Montgomery
Keyword(s):  
Eighteenth Century ◽  
African American ◽  
Nova Scotia ◽  
African Americans ◽  
Sierra Leone ◽  
American English ◽  
African American English ◽  
History Of ◽  
Nova Scotian

This essay examines the language of an expatriate community as found in letters and petitions written by African Americans who migrated to Sierra Leone by way of Nova Scotia in 1792. These documents provide some of the earliest first-hand evidence of African American English and contribute to debates about the history of that variety. The paper compares selected grammatical features in that variety to modern-day African Nova Scotian English for insights to the history of African American English and develops a case for the principled use of manuscript documents for reconstructing earlier stages of colloquial English.

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