THE ROLE OF THE INDIVIDUAL AND GROUP IN EARLIER AFRICAN AMERICAN ENGLISH

2000 ◽  
Vol 75 (1) ◽  
pp. 3-33 ◽  
Author(s):  
W. WOLFRAM
2001 ◽  
Vol 44 (5) ◽  
pp. 1083-1096 ◽  
Author(s):  
Sandra C. Jackson ◽  
Joanne E. Roberts

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.


2019 ◽  
Vol 23 (4) ◽  
pp. 930-949
Author(s):  
Marina Terkourafi

Indirectness has traditionally been viewed as commensurate with politeness and attributed to the speaker’s wish to avoid imposition and/or otherwise strategically manipulate the addressee. Despite these theoretical predictions, a number of studies have documented the solidarity-building and identity-constituting functions of indirectness. Bringing these studies together, Terkourafi 2014 proposed an expanded view of the functions of indirect speech, which crucially emphasizes the role of the addressee and the importance of network ties. This article focuses on what happens when such network ties become loosened, as a result of processes of urbanization and globalization. Drawing on examples from African American English and Chinese, it is argued that these processes produce a need for increased explicitness, which drives speakers (and listeners) away from indirectness. This claim is further supported diachronically, by changes in British English politeness that coincide with the rise of the individual Self. These empirical findings have implications for im/politeness theorizing and theory-building more generally, calling attention to how the socio-historical context of our research necessarily influences the theories we end up building.


English Today ◽  
2015 ◽  
Vol 31 (4) ◽  
pp. 53-60 ◽  
Author(s):  
Simanique Moody

One of the most widely researched language varieties in the field of sociolinguistics is African American English (AAE), a term used to describe a range of English dialects, from standard to vernacular, spoken by many (but not all) African Americans as well as by certain members of other ethnic groups who have had extensive contact with AAE speakers. Most linguists agree that AAE developed from contact between enslaved Africans and predominantly English-speaking Europeans (who spoke a range of English vernaculars) during the early to middle period of colonization of what is now known as the United States of America. Consequently, research on the development of AAE is traditionally framed in terms of the degree of contact with white English vernaculars, both during and after AAE genesis, with white vernaculars playing a primary, if not exclusive, role (McDavid & McDavid, 1951; Mufwene, 1996; Poplack, 2000; Poplack & Tagliamonte, 2001). Though some analyses of AAE allow for substrate influence from creole and/or African languages in its development (cf. Winford, 1997, 1998; Rickford, 1998, 2006; Wolfram & Thomas, 2002; Holm, 2004), many studies place a particular focus on Earlier African American varieties or Diaspora varieties, such as the Ex-Slave Recordings, Samaná English, and Liberian Settler English rather than contemporary AAE varieties spoken within U.S. borders (cf. Rickford, 1977, 1997, 2006; DeBose, 1988; Schneider 1989; Bailey, Maynor, & Cukor-Avila, 1991; Hannah, 1997; Singler, 1998, 2007a, 2007b; Kautzsch 2002). This research has helped further linguists’ understanding of AAE yet does not reflect its full history in the United States.


Author(s):  
Nicole Patton Terry

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.


2014 ◽  
Vol 21 (4) ◽  
pp. 173-181 ◽  
Author(s):  
Ryan Lee ◽  
Janna B. Oetting

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.


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