Cohesive Adequacy in the Narrative Samples of School-Age Children Who Use African American English
Domaine:
natural language processingeducationCréateur:
RAM
Éditeur:
Ame
Hôte:
Purpose
This study explored the type and adequacy of cohesive devices that are produced by school-age children who use African American English (AAE).
Method
The language samples of 33 African American children, ages 7, 9, and 11 years, were transcribed, analyzed, and coded for AAE use and cohesive adequacy (e.g., personal reference, demonstrative reference, lexical, and conjunctive markers).
Results
There were 2 AAE features that child speakers used for cohesive purposes. Adequacy rates for personal reference cohesive devices were higher than for the other 3 categories. Age was a significant factor in the use and adequacy of cohesive devices.
Conclusion
Typically developing African American children use the same category types of cohesive devices that have been reported for their peers who speak Standard American English. Further examination of cohesive adequacy to identify language impairment in school-age AAE speakers is warranted.
Similaires
The Growth of Complex Syntax in School-Age African American Children Who Speak African American EnglishNarrative Structures of African American ChildrenConsonant Cluster Productions in Preschool Children Who Speak African American EnglishTeaching Phonemic and Phonological Awareness to Children Who Speak African American EnglishDeterminants of dietary adequacy among school age children in Guraghe Zone, Southern EthiopiaStructural and Dialectal Characteristics of the Fictional and Personal Narratives of School-Age African American Children