Citations with the tag: AFRICAN American children -- Language

Results 1 - 17

  • Blacks must ignore taunts, speak proper English.
    Freeman, Gregory // Crisis (00111422); 1996, Vol. 103 Issue 1, p8 

    Opinion. Presents the author's view on African-American children speaking proper English. Actions synonymous with white people; Value of speaking proper English.

  • Education today.
    Joseph, Paul // New York Amsterdam News; 7/20/96, Vol. 87 Issue 29, p31 

    Reports on the results of a study on Afro-American children's dialect and learning disabilities and the planned collaborative research of Howard University in Washington, D.C. Language disorders in Afro-American children speaking a dialect; Howard University's student exchange program with...

  • Dialectal forms during discourse of poor, urban, African American preschoolers.
    Washington, Julie A.; Craig, Holly K. // Journal of Speech & Hearing Research; Aug94, Vol. 37 Issue 4, p816 

    Studies nonstandard syntactic and morphological forms used by poor, urban preschool African Americans. Identification of predominant utterances and idiosyncrasies in subgroups; Discussion of characteristic linguistic productions of young black children.

  • Fixated on Ebonics: Let's concentrate on the kids.
    Gura, Mark // Educational Leadership; Apr97, Vol. 54 Issue 7, p87 

    Focuses on the term Ebonics, also known as black English, that is slowly making its way into the educational structure in the United States. Initiative in Oakland, California to grant legitimacy to the African-American vernacular; Procurement of bilingual education funds for the program.

  • Complex Syntax Production of African American Preschoolers.
    Jackson, Sandra C.; Roberts, Joanne E. // Journal of Speech, Language & Hearing Research; Oct2001, Vol. 44 Issue 5, p1083 

    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...

  • Average C-unit lengths in the discourse of African...
    Craig, Holly K.; Washington, Julie A.; Thompson-Porter, Connie // Journal of Speech, Language & Hearing Research; Apr1998, Vol. 41 Issue 2, p433 

    Provides information on a study which investigated the average length of communication units (C-units) in words and in morphemes for Afro-American boys and girls in Detroit, Michigan. Participants of the study; Analytical discussion of the results; Conclusions.

  • Do Educators See and Honor Biliteracy and Bidialectalism in African American Language Speakers? Apprehensions and Reflections of Two Grandparents/Professional Educators.
    Boutte, Gloria; Johnson, George // Early Childhood Education Journal; Mar2013, Vol. 41 Issue 2, p133 

    Educators often do not recognize biliteracy and bidialectalism in African American Language (AAL) speakers. Chronicling the experiences of twin four/five-year old AAL and emergent Standard English speakers, we discuss the importance of recognizing and building on the routines and identities of...

  • Language Deficits or Differences: What We Know about African American Vernacular English in the 21st Century.
    Harris, Yvette R.; Schroeder, Valarie M. // International Education Studies; Apr2013, Vol. 6 Issue 4, p194 

    This focus of this paper is to present an overview of the current research which examines the language and literacy performance of African American children who speak African American Vernacular English (AAVE), as presented from a deficit versus difference perspective. Language and literacy and...

  • A Language Screening Protocol for Use With Young African American Children in Urban Settings.
    Washington, Julie A.; Craig, Holly K. // American Journal of Speech-Language Pathology; Nov2004, Vol. 13 Issue 4, p329 

    Language screenings represent an important tool for early identification of language impairments in young children between 3 and 5 years of age. This investigation examined the utility of a well-established set of assessment measures for screening young African American children. One hundred and...

  • The Use of Conversational Repairs by African American Preschoolers.
    Stockman, Ida J.; Karasinski, Laura; Guillory, Barbara // Language, Speech & Hearing Services in Schools; Oct2008, Vol. 39 Issue 4, p461 

    Purpose: This study aimed to describe the types and frequency of conversational repairs used by African American (AA) children in relationship to their geographic locations and levels of performance on commonly used speech-language measures. Method: The strategies used to initiate repairs and...

  • dr. maya angelou.
    Glover, Terry // Ebony; Dec2009/Jan2010, Vol. 65 Issue 2/3, p66 

    The article presents an interview with author and poet Doctor Maya Angelou. Angelou discussed the development of her speech from when she was a girl and books that she recommends reading. When asked about her goals she said that she wants to write a book about her mother. She also discussed her...

  • Psychological Language Factors for African-American Children.
    Asa G. Hilliard, III // Education Digest; Oct1983, Vol. 49 Issue 2, p52 

    This article focuses on various psychological factors associated with language in the education of African-American children in the U.S. The psychological problems associated with language and education are tied to deeper issues. These psychological problems are not for the African-American...

  • Difference or Deficit in Speakers of African American English?
    Bland-Stewart, Linda M. // ASHA Leader; 5/3/2005, Vol. 10 Issue 6, p6 

    Considers the distinction between language difference and deficit in children who speak African American English (AAE). Features unique to AAE across morphology, semantics, syntax, pragmatics, and phonology; Assessment procedures that can be used to distinguish a disorder from a difference in an...

  • Four Things to Remember About African American Language: Examples From Children's Books.
    Swindler Boutte, Gloria // YC: Young Children; Sep2015, Vol. 70 Issue 4, p38 

    The article provides four basic guidelines to help teachers understand African American Language (AAL). Topics cited include a set of rules followed by AAL for sounds, grammar, and social usage and examples of AAL components from children's literature for children ages 4 to 8 to show its...

  • Toni Cade Bambara's Use of African American Vernacular English in "The Lesson"
    Heller, Janet Ruth // Style; Fall2003, Vol. 37 Issue 3, p279 

    Examines the use of African American Vernacular English (AAVE) in the short story "The Lesson," by Toni Cade Bambara. Significance of using AAVE for African American children; Features of AAVE syntax and phonology; Difference of AAVE from Standard American English.

  • Ebonics: African American Vernacular English.
    Coppus, Sally A. // Ebonics: African American Vernacular English -- Research Starter; 4/1/2017, p1 

    Ebonics, a word formed from "ebony" and "phonics" has become synonymous with Black English. Rather than the once-held view that Ebonics is slang or bad English, it is now acknowledged as one of many dialects of what is called Standard American English. Since Standard American English is the...

  • Development of Auxiliaries in Young Children Learning African American English.
    Newkirk-Turner, Brandi L.; Oetting, Janna B.; Stockman, Ida J. // Language, Speech & Hearing Services in Schools; Jul2016, Vol. 47 Issue 3, p209 

    Purpose: We examined language samples of young children learning African American English (AAE) to determine if and when their use of auxiliaries shows dialect-universal and dialect-specific effects. Method: The data were longitudinal language samples obtained from two children, ages 18 to 36...

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