Language and the African American Child

, by Lisa J. Green

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ISBN: 9780521853095 | 0521853095
Cover: Hardcover
Copyright: 1/31/2011

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Summary

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Provides a linguistic description of the patterns used by children when acquiring African American English.

List of figures	p. x
List of tables	p. xii
Foreword	p. xiii
Preface	p. xxi
Note on the text	p. xxiv
Child AAE: an introductory overview of the data and context	p. 1
Characterizing AAE: feature lists, dual components, and patterns and systems	p. 21
Introduction	p. 21
Feature lists and density measures: how AAE differs from MAE	p. 22
Dual components of AAE	p. 29
Patterns and systems of development	p. 32
System of tense-aspect marking 1: non-past and habitual	p. 36
Introduction	p. 36
Pattern of non-past event and state marking: copula and auxiliary BE	p. 37
Marking recurring eventualities	p. 50
System of tense-aspect marking 2: past time	p. 73
Introduction	p. 73
Simplex and complex forms for events in the past: simple past and preverbal had	p. 74
Preverbal had and story retell	p. 87
Remote past	p. 100
Remote past and elicitation tasks	p. 104
The past: pragmatics and rhetorical marking	p. 112
Negation: focus on negative concord	p. 118
Introduction	p. 118
Negative concord production	p. 120
Negative concord comprehension	p. 128
How dialect universal is negative concord	p. 138
Asking questions: seeking clarification and requesting elaboration	p. 141
Introduction	p. 141
Child AAE yes-no questions	p. 145
Declaratives, questions, and declarative questions	p. 151
A word about questions and intonation	p. 154
Eliciting questions	p. 160
Child AAE wh-questions	p. 165
Inventory of wh-questions in child AAE	p. 166
Wh-question elicitation	p. 178
Negation and inversion	p. 180
Variation: intra-dialectal/variable-shifting and inter-dialectal/code-shifting	p. 186
Introduction	p. 186
Past variants and intra-dialectal shifting	p. 188
Inter-dialectal shifting: pre-nominal possessives and verbal -s	p. 194
Pre-nominal possessives	p. 195
Verbal -s	p. 206
The D.I.R.E.C.T. Model: linking linguistic description and education	p. 216
Introduction	p. 216
The D.I.R.E.C.T. Model: instruction and AAE tense-aspect marking	p. 218
Other approaches to MAE	p. 226
Code-shifting, variable-shifting, and pre-school children	p. 234
Generalizations about AAE and patterns of development	p. 237
List of participants	p. 239
	p. 241
Notes	p. 243
References	p. 246
Index	p. 256
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Language and the African American Child

Summary

Author Biography

Table of Contents

Supplemental Materials