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 months, and three children, ages 33 to 51 months. Dialect-universal analyses examined age of first form and early uses of BE, DO, and modal auxiliaries. Dialect-specific analyses focused on rates of overt marking by auxiliary type and syntactic construction and for BE by surface form and succeeding element. RESULTS: Initial production of auxiliaries occurred between 19 and 24 months. The children's forms were initially restricted and produced in syntactically simple constructions. Over time, they were expanded in ways that showed their rates of marking to vary by auxiliary type, their rates of BE and DO marking to vary by syntactic construction, and their rates of BE marking to vary by surface form and succeeding element. CONCLUSIONS: Development of auxiliaries by young children learning AAE shows both dialect-universal and dialect-specific effects. The findings are presented within a development chart to guide clinicians in the assessment of children learning AAE and in the treatment of AAE-speaking children with language impairment.
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 months, and three children, ages 33 to 51 months. Dialect-universal analyses examined age of first form and early uses of BE, DO, and modal auxiliaries. Dialect-specific analyses focused on rates of overt marking by auxiliary type and syntactic construction and for BE by surface form and succeeding element. RESULTS: Initial production of auxiliaries occurred between 19 and 24 months. The children's forms were initially restricted and produced in syntactically simple constructions. Over time, they were expanded in ways that showed their rates of marking to vary by auxiliary type, their rates of BE and DO marking to vary by syntactic construction, and their rates of BE marking to vary by surface form and succeeding element. CONCLUSIONS: Development of auxiliaries by young children learning AAE shows both dialect-universal and dialect-specific effects. The findings are presented within a development chart to guide clinicians in the assessment of children learning AAE and in the treatment of AAE-speaking children with language impairment.
Authors: Janna B Oetting; Jessica R Berry; Kyomi D Gregory; Andrew M Rivière; Janet McDonald Journal: J Speech Lang Hear Res Date: 2019-09-13 Impact factor: 2.297
Authors: Brittany L Manning; Alexandra Harpole; Emily M Harriott; Kamila Postolowicz; Elizabeth S Norton Journal: J Speech Lang Hear Res Date: 2020-11-13 Impact factor: 2.297