Spelling suggestions: "subject:"andstandard dialects"" "subject:"andstandard xdialects""
1 |
Standard English Language Acquisition Among African American Vernacular English Speaking Adolescents: A Modified Guided Reading StudyLester, Benjamin T. 10 March 2008 (has links)
This dissertation is an effort to contribute to the knowledge base concerning reading instruction for adolescent students who speak African American Vernacular English (AAVE), as well as their acquisition of Standard English (SE), by focusing on language structure during a modified approach to guided reading (MGR). Emphasis was placed on teaching the eight inflectional morphemes in SE, as well as other literacy strategies to AAVE speaking students. This intervention hypothesized that the teaching and learning of inflectional morphemes, in particular, would increase SE literacy acquisition. The intervention utilized formative experiment methodology and a quasi-experimental time series design. Data sources and collection took several forms: a) KTEA II - reading (letter and word recognition and reading comprehension) and written language (written expression) (Kaufman & Kaufman, 2004); b) field reflections; c) student surveys; and d) video-taped MGR lessons. Informal assessments such as the Ekwall/Shanker Reading Inventory, 4th Edition (Shanker & Ekwall, 2000) were used to guide instruction for MGR lessons. The findings supported the hypothesis that instruction of inflectional morphemes in SE has a positive impact on reading, writing, and overall acquisition of SE among AAVE speaking students.
|
2 |
THE EFFECTS OF A NEW METHOD OF INSTRUCTION ON THE PERCEPTIONS OF APPALACHIAN ENGLISHCompton, Michelle L 01 January 2015 (has links)
This paper evaluates whether students’ perceptions of Appalachian English improve through a method of instruction that uses dialect literature in the classroom. Most existing methods of instruction tend to portray dialects as wrong, incorrect, or in some way less rule-governed than Standardized English, despite the numerous studies that have demonstrated otherwise (e.g., Labov 1969, Wolfram 1986). The data from this study derives from two groups of students enrolled in introductory composition and communication at the University of Kentucky. Each group is given a pre-test to determine attitudes toward Appalachian English and Standardized English. An experimental group is then exposed to a method that incorporates texts that use Appalachian English features, while no specific dialect literature is included in the control group. After the conclusion of the lessons, students in both groups complete a post-test used to analyze whether their perceptions of Appalachian English changed throughout the study. The experimental method results in significant increases in several of the attitude measures for Appalachian English, while the students that did not receive this method of instruction experienced no increase for the linguistic variety. These results demonstrate that this method has potential for reducing negative perceptions towards speakers of non-standard dialects.
|
3 |
Cross-dialectal acceptance of written standards : two Ghanaian case studiesHasselbring, Sue 31 July 2006 (has links)
Cross-dialectal acceptance of a written standard (CAWS) is essential for that standard to be used
by speakers of divergent dialects of a language. Earlier works have focused on the influence of
linguistic differences on comprehension of the standard, but little attention has been given the
influence of socio-cultural and programmatic factors on acceptance of a standard. Case studies
of the Lelemi and Likpakpaanl language development programmes provide information
through which the socio-cultural and programmatic factors which influence CAWS can be
identified. Due to the complex nature of the topic, various indicators are used to measure levels
of acceptance of the written standard by speakers of each dialect.
Socio-cultural factors which influence CAWS relate either to the language community's degree
of interdialectal communication or to their perception of being a unified people. These factors
include social structure, governance, cultural and religious activities, and patterns of marriage,
commerce, transportation and migration. The existence of extensive social networks and the
role of opinion leaders were also influential
Activities of the two language development programmes which positively influenced CAWS
included those which informed and involved speakers of all dialects of the language. These
activities built on the existing levels of unity and inter-dialectal communication by using
existing social networks. The Lelemi programme involved speakers of all dialects more
uniformly than did the Likpakpaanl programme. However, both programmes informed and
involved speakers of all dialects to some extent.
The dialect communities of each language did not equally accept the written standards.
Acceptance appeared to correlate more strongly with programmatic factors than with sociocultural
or linguistic factors.
This thesis provides a model for language teams to follow in 1) identifying socio-cultural factors
which have the potential to influence CAWS; 2) applying knowledge about the socio-cultural
situation to programme planning; and, 3) assessing levels of acceptance by speakers of each
dialect. / Linguistics / D. Litt. et Phil. (Linguistics)
|
4 |
Cross-dialectal acceptance of written standards : two Ghanaian case studiesHasselbring, Sue 31 July 2006 (has links)
Cross-dialectal acceptance of a written standard (CAWS) is essential for that standard to be used
by speakers of divergent dialects of a language. Earlier works have focused on the influence of
linguistic differences on comprehension of the standard, but little attention has been given the
influence of socio-cultural and programmatic factors on acceptance of a standard. Case studies
of the Lelemi and Likpakpaanl language development programmes provide information
through which the socio-cultural and programmatic factors which influence CAWS can be
identified. Due to the complex nature of the topic, various indicators are used to measure levels
of acceptance of the written standard by speakers of each dialect.
Socio-cultural factors which influence CAWS relate either to the language community's degree
of interdialectal communication or to their perception of being a unified people. These factors
include social structure, governance, cultural and religious activities, and patterns of marriage,
commerce, transportation and migration. The existence of extensive social networks and the
role of opinion leaders were also influential
Activities of the two language development programmes which positively influenced CAWS
included those which informed and involved speakers of all dialects of the language. These
activities built on the existing levels of unity and inter-dialectal communication by using
existing social networks. The Lelemi programme involved speakers of all dialects more
uniformly than did the Likpakpaanl programme. However, both programmes informed and
involved speakers of all dialects to some extent.
The dialect communities of each language did not equally accept the written standards.
Acceptance appeared to correlate more strongly with programmatic factors than with sociocultural
or linguistic factors.
This thesis provides a model for language teams to follow in 1) identifying socio-cultural factors
which have the potential to influence CAWS; 2) applying knowledge about the socio-cultural
situation to programme planning; and, 3) assessing levels of acceptance by speakers of each
dialect. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)
|
Page generated in 0.0627 seconds